TY - JOUR

T1 - Teacher wellbeing from engaging with educational technologies (TWEET)

T2 - Case studies from across the island of Ireland

AU - Taggart, Sammy

AU - Butler, Deirdre

AU - Passey, Don

AU - Anderson, John

AU - Campbell, Allison

PY - 2023/12/6

Y1 - 2023/12/6

N2 - Post COVID-19, the role of educational technologies continues to challenge many educators. There is a lacuna of evidence considering the potentially positive contribution to teacher wellbeing that may be made through effective managementof digital technologies in schools by school principals and teachers. This research explores and develops the link between educational technologies and teacher wellbeing to test Passey’s (2021) conceptual framework and proposition, that effective or specific digital technological adoption in schools may benefit thewellbeing of teachers in a wide variety of educational contexts. Three postprimary schools (two in Northern Ireland and one in the Republic of Ireland) and three primary schools (one in Northern Ireland and two in the Republic of Ireland) were engaged to provide a study basis for critical in-depth case studies focused on teacher wellbeing and digital technology adoption and use. Semi-structured interviews were carried out with senior- and middle-school leaders and classroom teachers. Evidence from these case studies extends the research framework proposed by Passey (2021) by identifying additional circumstances and ways in which teachers perceive digital technologies as benefitting their wellbeing and pedagogical practices. Results suggest that teachers speak, with great readiness, on matters associated with the administrative aspects of their role, and with teaching or learning activities and outcomes, yet are considerably less likely to reflect upon and discuss matters linked to their physical, social, and emotional wellbeing.

AB - Post COVID-19, the role of educational technologies continues to challenge many educators. There is a lacuna of evidence considering the potentially positive contribution to teacher wellbeing that may be made through effective managementof digital technologies in schools by school principals and teachers. This research explores and develops the link between educational technologies and teacher wellbeing to test Passey’s (2021) conceptual framework and proposition, that effective or specific digital technological adoption in schools may benefit thewellbeing of teachers in a wide variety of educational contexts. Three postprimary schools (two in Northern Ireland and one in the Republic of Ireland) and three primary schools (one in Northern Ireland and two in the Republic of Ireland) were engaged to provide a study basis for critical in-depth case studies focused on teacher wellbeing and digital technology adoption and use. Semi-structured interviews were carried out with senior- and middle-school leaders and classroom teachers. Evidence from these case studies extends the research framework proposed by Passey (2021) by identifying additional circumstances and ways in which teachers perceive digital technologies as benefitting their wellbeing and pedagogical practices. Results suggest that teachers speak, with great readiness, on matters associated with the administrative aspects of their role, and with teaching or learning activities and outcomes, yet are considerably less likely to reflect upon and discuss matters linked to their physical, social, and emotional wellbeing.

KW - teacher wellbeing

KW - digital technologies

KW - benefits of technologies in schools

M3 - Journal article

VL - 47

SP - 125

EP - 146

JO - Irish Journal of Education

JF - Irish Journal of Education

IS - 9

ER -