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

Helen Askell-Williams, Carmel Cefai

    Research output: Contribution to journalArticlepeer-review

    18 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 languageEnglish
    Pages (from-to)61-72
    Number of pages12
    JournalTeaching and Teacher Education
    Volume40
    Issue numberMay
    DOIs
    Publication statusPublished - May 2014

    Keywords

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

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