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Students' educational outcomes are predicted by their noncognitive characteristics, including Big Five personality domains. Although theories of teaching and learning suggest that teacher noncognitive characteristics also impact student outcomes, such characteristics are rarely studied systematically. We propose that the Big Five personality domains of teachers are associated with teacher effectiveness. Furthermore, we test two potential moderators of these relationships: (1) source of teacher personality report (student reports may show stronger effects than teacher self-reports) and (2) frame of reference (contextualized "at school" personality items for teacher self-reports may show stronger effects than noncontextualized standard personality items). Multilevel regressions were conducted on the data collected from secondary school students (N = 2,082) and their mathematics and English teachers (N = 75). We statistically controlled for student and teacher gender, student previous academic achievement, and student personality. Teacher personality predicted the subjective measures of teacher effectiveness--the strongest predictors were conscientiousness for teacher academic support, agreeableness for teacher personal support, and neuroticism for student performance self-efficacy. Teacher personality did not predict the objective measure (student academic achievement). These effects were moderated by source of personality report but not by frame of reference. The possibility of including personality as part of the initial teacher trainee selection procedure in the future is briefly discussed.

Though teacher well‐being (TWB) has been decreasing over time, there is an identified lack of awareness in schools across England on how settings can support TWB. To address this gap, this study provides teachers with a space to share their conceptualizations of well‐being, evaluate current school‐level TWB provisions, and provide recommendations for ways that existing TWB support could be enhanced. Semi‐structured interviews and focus groups were conducted with 16 primary school teachers across England. Reflexive thematic analytic findings indicated that participants defined well‐being in relation to their unique contexts, and cited some current school practices, including school and academy‐wide support and social support, as being effective for TWB. However, participants emphasized that they perceived current TWB provisions as tokenistic, which was suggested to be accentuated by poor understandings of TWB and pressures from the Office for Standards in Education (Ofsted) and COVID‐19. To address these issues, participants outlined the need for improvements in communication, the attitudes and approaches of Senior Leadership Teams toward TWB, increased provisions to both manage and decrease workload and increasing the amount of time that they have to meet expectations. Implications for policy and practice to enhance TWB are discussed. Practitioner points: Teachers' definitions of well‐being were rooted in their experiences of their school. Specifically, they explained their definition was informed by relationships with other staff and their perceptions of the organizational structures of their settings.Support from schools, academy‐wide, and social networks was identified as the most beneficial for supporting teacher well‐being (TWB) in primary schools across England.Future TWB support should include enhancing the quality of communication between teaching staff and Senior Leadership Teams, increasing provisions to both manage and decrease workload and providing sufficient time for teachers to meet demands. [ABSTRACT FROM AUTHOR]

Given the disruptions the COVID‐19 pandemic has engendered in people's professional lives, the importance and contribution of certain workforces has been under particular scrutiny. In England, the teaching profession has been under particularly close public scrutiny, with concerns that teachers' perceived social appreciation may have decreased throughout the pandemic. Thus, the current study examined the trajectory of teachers' perceptions of how much society, policymakers and the media had valued the teaching profession throughout this time. With an initial sample of 24 primary and secondary teachers in mainstream state schools in England, 54 online interviews took place at three time points: when school buildings were partially reopened for the first time (June 2020), when they were partially closed for the second time (February 2021) and when they were fully reopened for 16 months (July 2022). Three themes were identified in the data using a longitudinal trajectory analysis based on reflexive thematic analysis: 'initial admiration from local communities progressively waned', 'continuous government disrespect towards teachers' and 'initial media vitriol towards teachers was sustained'. Implications for how teachers and other stakeholders in education can most effectively work together for the benefit of the health and effectiveness of the teaching profession and the educational system are considered in the context of the associated risks when teachers have low levels of perceived social appreciation. [ABSTRACT FROM AUTHOR]

Given the recruitment and retention crisis within the teaching profession, it is essential that the factors contributing to this are examined. Studies suggest that there has been a general decline in teacher wellbeing since the onset of the Covid‐19 pandemic, and student conduct problems are known to be a key negative contributor to poor teacher wellbeing. This study examines how student conduct problems influenced teachers' wellbeing following the onset of the Covid‐19 pandemic. Specifically, it explores the extent to which student behaviour was seen as changing during the pandemic, and how this may have had an impact on teachers' wellbeing. Nine participants took part in this study. All the participants were teachers in schools in England (four primary and five secondary; nine female). The data were collected via semi‐structured virtual interviews. Using a qualitative approach, the study undertook an in‐depth analysis of the interview data using Interpretative Phenomenological Analysis. The findings suggest that the teachers experienced an increase in student conduct problems following the onset of the pandemic and that this negatively affected wellbeing for some. The teachers also reported an increased need for student support and differential needs for different groups of students. It is important that consideration is given as to how teachers can be effectively supported to manage student conduct problems and the potential impact of these on their wellbeing, particularly since the onset of the pandemic. [ABSTRACT FROM AUTHOR]

During the Covid-19 pandemic, teachers in England reported that they felt the teaching profession was negatively portrayed by the media, leading to a sense that teachers were not valued in society. This perception may have contributed to a decline in teachers' wellbeing during the pandemic. We examine the extent to which teachers' perception of the media's negative portrayal of the teaching profession is supported by evidence. We conducted a content analysis of frontpage headlines in newspapers in England, related to Covid-19 and aspects of pre-16 education, between March 2020 and January 2022. The findings supported teachers' perceptions, that there was an element of negativity in headlines related to teachers during the pandemic, to some extent. However, the findings indicated that other groups (e.g. teaching unions, medical professionals, and the government) were also portrayed as responsible for the challenging situations in schools in England during the pandemic. There was no difference found in the portrayal of the teaching profession between newspapers of different political ideologies. As teachers' perceptions of the media portrayal of their profession during the pandemic has been linked to teachers' wellbeing, further research into the origins of this portrayal of teachers could be beneficial to prevent the exacerbation of this issue. [ABSTRACT FROM AUTHOR]