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TEACHERS’ CAPACITY TO CARE AND STUDENTS’ WELL-BEING-EVIDENCE FROM EMPIRICAL RESEARCH
Tran Thi Ta Anh', Nguyen Phuoc Cat Tuong’, Dinh Thi Hong Van’, & Nguyen Tuan Vinh?
ABSTRACT:
In the world, intervention programs have been implemented to promote well-being among
students There are good theoretical implications to believe that students’ well-being much
depends on teachers’ capacity to care Capacity to care can be understood as capacity to
represent the feeling of empathetic concern and the performance to meet the needs of ourselves
and others Capacity to care includes three crucial and linked dimensions: receiving care,
self-care and extending care as proposed by the Mind and Life Institute (2014) Accordingly, in order to embody caring practices as well as to create and maintain supportive learning environments that enhance students’ well-being while retaining their well-being and love of
teaching, teachers need to acquire capacity to receive care from others, develop self- care for
themselves and extend care to people around them However, this assumption has not been
clearly discussed empirically Our purpose in this present paper was, therefore, to attempt
to synthesize empirical evidence from previous research related to the correlation between
teachers’ capacity to care and students’ well-being A search and selection of original and
peer-reviewed articles in the English language published between 1999 and 2019 in major
educational databases was conducted The evidence is available to show that there is a close
link between students’ well-being and teachers’ capacity to extend care However, there is no
evidence to affirm that students’ well-being is dependent on the quality and quantity of care
that-teachers-are-capable.to.receive from others and develop for themselves Nevertheless,
there is strong evidence to show that teachers’ capacity to receive care and develop self-care
is significantly related to their own well-being School-based well-being programs, therefore,
should begin with training activities to build teachers’ capacity to care as a precursor fo student
programming
Keywords: teachers; students, well-being; capacity to care
INTRODUCTION
Our educational systems have not reacted to social changes over the last twenty or more,
have put too much emphasis on academic achievement, and are largely ignoring the full range of
human capacities that are needed to be happy (Velasquez, West, Graham, & Osguthorpe, 2013;
Young Minds, 2017) Students feel that their school care about their academic achievement more
than about them being happy (Young Mind, 2017) This results in a mental health crisis in schools
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HIỂU BIẾT VỀ SỨC KHỎE TÂM THÂN Ở TRƯỜNG HỌC VÀ CỘNG ĐỒNG | 305 An estimated three children in every classroom has a diagnosable mental health problem (Green, McGinnity, Meltzer, Ford & Goodman, 2015) Rates of depression and anxiety in teenagers have increased by 70% in the past 25 years (Office for National Statistics, 2015) More seriously, we are now seeing dire and overwhelming statistics on bullying, hate crimes, trauma, anxiety, depression, sexual assault, substance abuse, suicide, behavior-based physical illnesses among students (Brzycki, 2013) Therefore, there has been increasing concern around the world about the well- being of students (Vandra, 2015) The promotion of young people's well-being is also definitely regarded as a key investment for the future to prevent poor mental health, reduce the burden of disease and improve physical health (WHO, 2010)
In this context, there is increasing recognition that teachers play a key role in maintaining a well-being culture amongst their students (Roffey, 2012) A call for accelerated actions to improve the role of teachers for students’ well-being is becoming very urgent because in many part of the world, including Vietnam, teachers still use violence against their students (Bui, 2016; Merrill, 2018) This can become routine, and the school transforms from a nurturing into a harmful environment for millions of children In Uganda, out of 645 staff surveyed, 43% reported that they had used physical violence against students in the past week (Merrill, 2018) In the Andhra Pradesh and Telangana States of India, 78% of 8-year-old students, 34% of 15-year-old students said that they had been physically punished by teachers at school at least once in the previous week (UNICEFT, 2017) In Vietnam, out of 200 students surveyed, 48% fear their teachers; 26.3% reported that their teachers used physical punishment (Institute of Developmental Studies, 2008) Students exposed to violence are at risk of health problems such as depression, alcohol abuse and lower educational achievement (Gilbert et al., 2009; Kearney, Wechsler, Kaur, & Lemos-Miller, 2010) It is difficult to pinpoint why teachers act out against their students but the main cause may be attributed to their lack of capacity to care (Mind and Life Institute [MHL]], 2014)
Capacity to care can be understood as capacity to represent the feeling of empathetic concern and the performance to meet the needs of ourselves and others (Nguyen, Beyers & Vakcle, 2018) Capacity to care, therefore, includes three crucial and interdependent dimensions: receiving care, self-care and extending care as proposed by the Mind and Life Institute (MLI, 2014) Each
dimension empowers the others to balance teachers’ well-being (MLI, 2014) :
Figure 1 Three modes of care (MLI, 2014)
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talent development) and to their academic achievement, which in turn was intrinsically linked to the enhancement of students’ well-being (Chan, Lau & Yuen, 2011) However, unfortunately, as a caring teacher, he/she is expected to extend care to his/her students all the time, so many teachers lack the time and resources to care for and nurture themselves Compassion fatigue is a form of burnout prevalent in the caring professions that so many teachers have experienced They feel pressured to perform at extremely high standards, yet are overworked, underpaid (MLI, 2014) Teachers report the highest level of occupational stress in Australia, the United Kingdom and America (Milburn, 2011) Teaching has been ranked as one of the highest stress-evoking
professions from a database of 26 occupations (Johnson et al., 2005) Teachers who experience a
high level of stress will not perform to the best of their ability and definitely cannot create a warm, caring environment which is crucial for a successful classroom atmosphere and fundamental to effectively engage students academically “When teachers become burned out, or worn out, their
students’ achievement outcomes are likely to suffer because they are more concerned with their
personal survival” (Hattie, 2013; p.110) Moreover, a teacher with burnout may find it more difficult to manage poor student behavior They may use reactive and punitive responses that
contribute to a negative classroom climate and poor student-teacher relationships (Osher et al.,
2007; Yoon, 2002) Student misbehavior and teacher stress can form a vicious cycle that is difficult to interrupt (Yoon 2002) Accordingly, students of a burnout teacher also report high levels of stress, negative perceptions of their school environment, and problems in the social, emotional, and behavioral areas, such as bullying, conflicts with peers, and externalizing and internalizing mental health problems (O’Connell, Boat, & Warner, 2009)
Trang 4HIỂU BIẾT VỀ SỨC KHỎE TÂM THẦN Ở TRƯỜNG HỌC VÀ CỘNG ĐỒNG Í 307 Teachers’ capacity to care Receiving Self-care care Extending care " a nt Teachers’ well-being Supportive and caring environment Students’ well-being
Figure 2 Teachers’ capacity to care and students? well-being
In general, there are good theoretical implications to believe that students’ well-being much depends on teachers’ capacity to care While teachers’ capacity to extend care may directly links to students’ well-being, teachers’ capacity to receive care and develop self-care interacts with teachers? extending care to maintain and enhance teachers’ well-being, which in turn affects students’ well- being However, this assumption has not been clearly discussed empirically Our purpose in this present paper was, therefore, to attempt to synthesize empirical evidence from previous research related to the correlation between teachers’ capacity to care and students’ well-being Based on this synthesis, some implications and recommendations for school-based well-being promotion programs were also derived
METHODS
Arksey and O’Malley’s (2005) five-stage framework of a scoping review was applied in this paper: (1) identifying the initial research questions, (2) identifying relevant studies, (3) study selection, (4) charting the data, and (5) collating, summarizing and reporting the results were utilized in this review
Identifying Research Questions
The main focus of this paper is to synthesize empirical evidence from previous research related to the relationship between teachers’ capacity to care and students’ well-being In order to explore and map the relevant literature, we identify the following review questions:
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2, Is there any interaction among three dimensions of care (i.e receiving care, self-care and
extend care) in teachers that affects students’ well-being? Identifying Relevant Studies
We included studies based on the following criteria: (1) studying the relationship between teachers’ capacity to care (i.e., receiving care, self-care and extending care) and well-being in students, including any related concepts of care (e.g., empathy, compassion, self-compassion or social support) and well-being (e.g., life satisfaction, positive/negative effects, flourishing, or positive functioning); (2) studying the effectiveness of compassion training programs for teachers
(e.g., mindfulness-based stress reduction, compassion focused therapy) with aims to enhance
students’ well-being; (3) being original and peer-reviewed articles or dissertations; (4) being
English language studies; (4) being published between 1999 and 2019 The summary of inclusion
and exclusion criteria is presented in table 4
‘Table 1 Inclusion and exclusion criteria
Criterion Inclusion Exclusion
Time period 1999 — 2019 Studies outside these dates
Language English Non- English
Type of articles Original research, published in a| Notoriginal and peerreviewarticles,
peer review journal, dissertation book chapters, commentaries or conferences abstracts Population and sample Students-(K-12 and undergraduates) All other agents
Study focus Themes mainly related teachers | All articles made a passing
capacity to care and students’ well- | teachers’ -capacity to care and
being students’ well-being
Study design All designs _ / None
Settings School settings and institutional | All other settings
formalized settings
A search in major educational databases (PsychInfo, PubMed, SciDirect, and ProQuest)
was conducted The grey literature searches were completed across Google Scholar The linked
descriptive key search term that was developed to guide the search is outlined in table 2
Table 2 Key search term Search term Component 1: “teachers” Component 2: “students” 39 $6
Component 3: “capacity to care”, OR “care”, “receiving care”, “self-care”, “extending care” OR
“social support”, OR “empathy”, OR “gompassion” OR “self-compassion”
Component 4 (“well-being” OR “life satisfaction” OR “positive affect” OR “negative affect” OR
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Study Selection
Records identified through Additional records identified
database searching through other sources (n = 572) (n= 0) vv Duplicates (n= 132)
Level 1: Screening: Records screened
after duplicates removed (n= 440) Records excluded YỶ Ỳ (n =350) Full-text articles assessed for eligibility (n= 90) Full-text articles excluded (n = 72) ¥ Studies included in synthesis (n= 18)
Figure 3 Flow diagram of article selection
Overall, the search strategy identified 572 records There were a number of articles removed from the search as they were duplicated in those databases Besides, the screening process of the abstracts revealed some articles that were irrelevant These articles were primarily associated with capacity to care in nursing contexts, irrelevant participants or related with irrelevant concepts Guided by the inclusion and exclusion criteria, only 18 were retained for the final synthesis
(Figure 3) ,
Data Charting and Collation
Summarized information related to included studies were developed Author, year, location of study, study design and sample size and brief outcomes of the individual selected study were presented in Table 3
Summarizing and Reporting Findings
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and Roseth (2009) demonstrated that teachers’ support promotes academic and social-emotional functioning of adolescents Guess and Bowlings (2016) also found out that there was a significant correlation between teachers’ support and students’ life satisfaction Specifically, Miller (2008) revealed that teachers’ extending caring behavior such as “willingness to listen; be friend; reward students with appropriate behaviors; reduce anxiety” will decrease behavior problems during class and improve student’s behavior, which leads to positive growth of adolescents
No studies have directly addressed the impact of teachers’ capacity to receive care and develop self:care on students’ well-being Rather, only 03 studies focus on the relationship between teachers’ capacity to receive care with their own well-being, with the implications that teachers’ well-being may lead to students’ well-being Typically, review research by Split et al (2011) insisted that the influence of affective teacher-student relationships on teachers’ well-being was very important Only two studies provide evidence for the link between teachers’ capacity to develop self-care and their own well-being Studies by Jennings et al (2011) partly addressed this issue Teachers
who took part in CARE for teachers (Cultivation Awareness and Resilience in Education) - a
mindfulness-based intervention program uniquely designed to help teachers with self-care practices to reduce stress, manage anger and other difficult emotion, significantly improved their well-being More importantly, teachers also increased their ability to provide optimal emotional
and instructional support to their students (€.g smiling more, asking more questions, not using
punishment, not yelling) This supportive student-teacher relationship might positively impact
students’ well-being
No empirical studies have directly and simultaneously examined the relationship between all
three dimensions of capacity to care in teachers and students’ well-being as well as their interactions
in predicting well-being in students DISCUSSION
Teachers’ capacity to care (i.e receiving care, self-care and extend care) is expected associated with students’ overall well-being However, all relevant research only foeuses ưđ the relationship
between teachers’ capacity to extend care and students’ well-being No studies have addressed the
impact of teachers’ capacity to receive care and develop self-care on students’ well-being There
is no disagreement among studies about the conclusion that teachers play an important role in
building the well-being of students by their capacity to care Thirteen existing empirical studies,
indeed, expectedly suggest that teachers’ extending care positively impacts students’ well-being
Teaching is about relationships “Students dont care how much you know until they know how
much you care” (Maxwell, n.d.) Support and care from teachers are indeed at heart of students’ lives Students who have caring relationships with teachers develop academically, emotionally and socially
However, describing the development of caring relationships between students and their
teacher, Kim and Schallert (2011) showed that caring could not be considered a one-way
characteristic of what teachers do and are, but rather that it depended on students’ reciprocal
responses Teachers who feel respected, trusted, and cared about as individuals are in a much better
position to offer the same support to their students The acknowledgment, respect, and support
perceived and received from students afford teachers with internal rewards and give meaning to
Trang 8HIỂU BIẾT VỀ SỨC KHỎE TÂM THÂN Ở TRƯỜNG HỌC VÀ CỘNG ĐỒNG Ì 311 studies selected for analysis in this present study confirm that teacher wellbeing is predicted by the quality and quantity of their relationships with students A positive sense of wellbeing does indeed contribute to work satisfaction and productivity, and most importantly, teachers’ positive influence on their student’s wellbeing The positive relationships with students, parents, colleagues and leadership can have an affirmative influence on teachers’ sense of well-being and then their students’ well-being This is an area worthy of further research Based on our search, there is very little research on how teachers’ capacity to care impact the professional and personal lives of teachers and no studies have investigated the relationship teachers’ capacity to receive care and students’ well-being Similarly, future research is needed to investigate the relationship between teachers’ capacity to develop self-care and their own well-being as well as their students’ well-being Self-care practices help teachers meet the challenges in a positive way to maintain their well-being so that they are able to take care of their students’ well-being More significantly, the relationship between teachers’ capacity to care and students’ well-being should be holistically examined in the light of the interaction and combination of care dimensions rather than separately consider each dimension Studies confirming the interaction between care dimensions to predict well-being might provide us a more comprehensive understanding about the link between teachers’ capacity to care and students’ well-being This avenue should be fruitfully explored in future studies
In another aspect, it can be generalized from relevant studies that teachers’ capacity to care and enhances students’ well-being in two dimensions: firstly, teachers’ capacity to care help create a caring environment and supportive student-teacher relationships that help students flourish socially, emotionally and academically Supportive student-teacher relationships play an important role in students’ feelings of connectedness to school and social-emotional outcomes Secondly, students learn to develop self-discipline, support and encourage one another by teachers modeling desired cating behaviors (Noddings, 2005) Students learn to become caring by being in care Students also learn from the way teachers regulate their emotions in a constructive way, successfully solve problems in potentially stressful situations and effectively seek support from colleagues and their students Social and emotional competencies of teachers, indeed, have a great impact on the academic performance, social-emotional learning and well- -being of their own students Gones & Bouffard, 2012)
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Nowadays, adolescents are struggling with many mental health problems The evidence is available to show that there is a close link between students’ well-being and teachers’ capacity to extend care Caring from and connectedness with teachers are major factors in promoting student well-being However, there is no evidence to affirm that students’ well-being is indirectly dependent on the quality and quantity of care that teachers are capable to receive from others and develop for themselves Nevertheless, there is strong evidence to show that teachers’ capacity to receive care and develop self-care is significantly related to their own well-being Therefore, we may refer that it will has significant effects on students’ well-being because “pupil well-being and teacher well-being: two sides of the same coin” (Roffey, 2012, p.8) We cannot separate student well- being from teacher well-being Well teachers promote well students (McCallum & Price 2010), so for students to flourish, we must cherish teachers Wise school leaders who want all students to flourish will find ways to cherish their teachers within a whole-school, well-being framework
In the current educational environment, where schools are trying to increase student well- being through social-emotional learning programs with a diminishing budget, teachers’ well-being has been still neglected Educators typically receive little training and support for implementation and for supporting students’ social and emotional development and even less training and support for educators’ own social and emotional competencies (Jones & Bouffard, 2012) This literature review, based on empirical data coming from studies on educational care, may be a wake-up call to schools has neglected teachers’ capacity to care More importantly, empirical evidence help build an integrated framework of intervention programs that promote students’ well-being through enhancing their teachers’ capacity to care Such programs should simultaneously deal with all three dimensions of care in teachers and integrate teachers and students in the same program, aiming for the relational co-development of these caring capacities and the creation of a caring environment REFERENCES
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