The University of West Alabama (UNITED STATES)
About this paper:
Appears in: EDULEARN13 Proceedings
Publication year: 2013
Pages: 3745-3752
ISBN: 978-84-616-3822-2
ISSN: 2340-1117
Conference name: 5th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2013
Location: Barcelona, Spain
This focus on high-stakes testing and academic improvement has had a negative impact on student wellness, and research has indicated the presence of solid grounds for public concern (Myer & Sweeney, 2005a, 228). The purpose of this study was to determine if there was a correlation between holistic wellness and teacher effectiveness. The participants in this study were pre-service teachers. In terms of holistic wellness, a 5F-Wel model measured creative self, coping self, social self, essential self and physical self. Results were compared to teacher effectiveness outcomes measured by the STAI (Student Teacher Assessment Instrument). Research on teacher effectiveness supported the use of the STAI as a viable tool for measuring teacher efficacy. A convenience sample of 54 student teachers was used in this study. Specifically, the predictor variables were the second order factor scores on the 5F Wel model that include creative self, coping self, social self, essential self, and physical self. The dependent variable was the overall formative score reported on the STAI. Results from a multiple linear regression analysis did not reveal a relationship between holistic wellness and teacher effective as measured by the STAI. However, the wellness of students is at risk, and it is recommended that future research be conducted on students from other regions, or with similar instruments.
Teacher efficacy, Teacher wellness, Holistic wellness, Student teacher.