Navigating the education moral maze
Learning is a social activity and has the greatest potential to flourish when it is co-constructed with others’ participation, engagement and common ownership of problems. An ethical, relational approach to leading schools is also strengthening teacher agency between what we do and why we do it. Outcomes matter but should never be used to define the work of teachers per se. The real worth of teachers’ work can be found in the behaviours and exchanges we adopt through learning centred relationships.
What next for the wellbeing of teachers?
First of all, we need a fundamental change in schools. One that puts teacher wellbeing as high as student wellbeing. One that means school leadership teams implement things based on evidence and research rather than on the whim of what “Ofsted wants to see”. The one thing we certainly do not need though are compulsory wellbeing sessions. Teachers much prefer that time to work on the tasks at hand.