Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Helen Askell-Williams; Carmel Cefai

doi:10.1016/j.tate.2014.02.003

Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Helen Askell-Williams, Carmel Cefai

Research output: Contribution to journal › Article › peer-review

32 Citations (Scopus)

Abstract

Policy makers identify schools as settings for promoting students' positive mental health. However, mental health promotion is not typically addressed in pre- or in-service teacher education. This paper reports 1029 Australian and Maltese teachers' perspectives about their capabilities for mental health promotion. Although participants reported favourable attitudes, many indicated concerns about capabilities such as Knowledge, Parenting Support and Self-efficacy. Multilevel modelling showed differences between county, gender and year level, but not between years of teaching experience. Curriculum initiatives for mental health promotion require opportunities for teachers to build their capabilities in this relatively new domain of school and teacher responsibility.

Original language	English
Pages (from-to)	61-72
Number of pages	12
Journal	Teaching and Teacher Education
Volume	40
Issue number	May
DOIs	https://doi.org/10.1016/j.tate.2014.02.003
Publication status	Published - May 2014

Keywords

Hierarchical linear modelling
Mental health promotion
Social and emotional education
Teacher knowledge
Teacher self-efficacy
Teachers' professional learning

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.tate.2014.02.003

Cite this

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abstract = "Policy makers identify schools as settings for promoting students' positive mental health. However, mental health promotion is not typically addressed in pre- or in-service teacher education. This paper reports 1029 Australian and Maltese teachers' perspectives about their capabilities for mental health promotion. Although participants reported favourable attitudes, many indicated concerns about capabilities such as Knowledge, Parenting Support and Self-efficacy. Multilevel modelling showed differences between county, gender and year level, but not between years of teaching experience. Curriculum initiatives for mental health promotion require opportunities for teachers to build their capabilities in this relatively new domain of school and teacher responsibility.",

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AB - Policy makers identify schools as settings for promoting students' positive mental health. However, mental health promotion is not typically addressed in pre- or in-service teacher education. This paper reports 1029 Australian and Maltese teachers' perspectives about their capabilities for mental health promotion. Although participants reported favourable attitudes, many indicated concerns about capabilities such as Knowledge, Parenting Support and Self-efficacy. Multilevel modelling showed differences between county, gender and year level, but not between years of teaching experience. Curriculum initiatives for mental health promotion require opportunities for teachers to build their capabilities in this relatively new domain of school and teacher responsibility.

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Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Abstract

Keywords

UN SDGs

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