Well-Being: Bridging the Gap between the Language of Policy and the Culture of Schools

Auteurs-es

  • Margaret Nohilly Mary Immaculate College, Ireland
  • Fionnuala Tynan Mary Immaculate College

DOI :

https://doi.org/10.22230/ijepl.2019v15n12a886

Mots-clés :

Well-Being, Policy, Schools, Culture

Résumé

While there is an increasing interest in the notion of well-being—politically, societally and educationally—it remains an enigmatic, multifaceted concept that sometimes eludes definition in academic articles. This article takes account of policy developments in the area of well-being over the last decade in Ireland, particularly educational policy developments. It presents research findings from a study conducted with primary school teachers on the west coast of Ireland about what well-being means to them as teachers and their challenges in promoting it. The findings highlight that well-being is open to many interpretations, and there is a clear gap between the language of well-being policy documents and the practices taking place in schools.

Biographie de l'auteur-e

Fionnuala Tynan, Mary Immaculate College

B.Ed. (St. Patrick’s College), M.Ed. (NUIG), Grad. Dip. (School Planning) (NUIG), Grad. Dip. (SEN) (St. Angela’s College), M.A. (SEN) (St. Angela’s College), Ed.D. (University of Lincoln)

Fionnuala worked as a primary teacher, a facilitator for the School Development Planning Service (Primary) and as an inspector with the Department of Education and Skills prior to joining Mary Immaculate College in September 2015. She currently lectures in Educational Methodology. She holds a Doctorate in Education from the University of Lincoln, a Master’s Degree in Education from NUI (Galway), a Master’s Degree in Special Education from St. Angela’s College, Sligo, a Graduate Diploma in Special Education from St. Angela’s College, Sligo and a Graduate Diploma in School Planning from NUI (Galway).

Her research interests include Inclusive and Special Educational Methodologies, Williams Syndrome, Anxiety, Individual Education Planning, Learner Voice and Self-Perception of Learners with SEN. Her other areas of interests include General Learning Difficulties, Complex Learning Profiles, and Social, Emotional and Behavioural Difficulties.

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Publié-e

2019-11-29

Comment citer

Nohilly, M., & Tynan, F. (2019). Well-Being: Bridging the Gap between the Language of Policy and the Culture of Schools. International Journal of Education Policy and Leadership, 15(12). https://doi.org/10.22230/ijepl.2019v15n12a886

Numéro

Vol. 15 No. 12 (2019): Well-Being: Bridging the Gap between the Language of Policy and the Culture of Schools

Rubrique

Policy

Licence

(c) Tous droits réservés Margaret Nohilly 2019

Licence Creative Commons

Cette œuvre est protégée sous licence Creative Commons Attribution - Partage dans les Mêmes Conditions 4.0 International.

Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use after initial publication under the Creative Commons Attribution-Noncommercial-Share Alike 4.0 Unported License. 

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.