International Perspectives on Teacher Well-Being and Diversity

1. Front Matter

   Pages i-xix

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2. Introduction

   • Timothy R. N. Murphy, Patricia Mannix-McNamara

   Pages 1-11

3. Practitioner Enquiry and Action Research for Teacher Well-Being

   • Bernie Sullivan, Mary Roche, Máirín Glenn, Caitriona McDonagh

   Pages 13-43

4. The Care/Justice Relation in Teachers’ and Students’ Well-Being

   • Maeve O’Brien

   Pages 45-60

5. Teacher Well-Being and Linguistic Diversity: A Social Justice Perspective

   • Karen Suzette Collett, Vuyokazi Nomlomo, Someka Ngece, Daniel Jansen, Elmarie Mackier

   Pages 61-85

6. Teacher Well-Being and Teacher Professional Development

   • Sissel Tove Olsen, Aslaug Andreassen Becher, Sigurd Bergflødt, Aina Hammer, Nanna Paaske, Kirsten Palm et al.

   Pages 87-118

7. Teacher-Social Educator Well-Being and Home-School Collaboration

   • Maj Borggaard Hansen, Oliver Balck Jensen, Janni Michelsen, Karoline Søgaard, Katja Sørensen Vilien

   Pages 119-143

8. Teacher Well-Being in an Inclusive Secondary School

   • Timothy R. N. Murphy, Patricia Mannix-McNamara, Gerard Slattery, Mary Masterson, Mary O’Sullivan, John Corry

   Pages 145-162

9. Teacher Well-Being in Diverse School and Preschool Contexts

   • Carol O’Sullivan, Sandra Ryan, Lisha O’Sullivan

   Pages 163-187

10. International Perspectives on Teacher Well-Being and Diversity: Portals into Innovative Classroom Practice

    • Timothy R. N. Murphy, Patricia Mannix-McNamara

    Pages 189-197

11. Back Matter

    Pages 199-209

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This book explores teacher well-being in light of the increasingly ethnically diverse profiles of schools and classrooms, focusing on socially and linguistically diverse teaching contexts. It draws attention to the socio-economic disadvantages that can often be characteristic of ethnically diverse classrooms, prior to examining and reviewing the interconnections between teacher well-being and the implementation of pedagogical processes in the classroom teaching and learning context. Teachers and academics alike report on and address the well-being-related needs of practising teachers.  


This book contributes to the emerging field of literature on teacher well-being and offers international perspectives on lessons learnt in socially diverse and multilingual teaching contexts. Accordingly, it offers a valuable resource for teacher educators, researchers, pre-service and in-service teachers, and policymakers.  

• teacher well-being
• promoting teacher well-being
• pedagogical effectiveness of teachers in diverse contexts
• ethnic diversity in schools and classrooms
• socio-economic disadvantages in classrooms
• social justice and education
• enhancing teaching and learning experiences of classroom pupils
• core processes of teachers' work
• pedagogical well-being
• classroom practitioner enquiries and teacher well-being
• wholistic wellbeing
• learning and instruction

“One of the strengths of this book is the way in which the authors put the messages they have for teachers, school heads and policy makers into practice themselves. This book developed from an international project funded by the European Commission. Through the diversity of project partners, the project itself was based on the value of diversity – not only within Europe, but also including South Africa as a partner that is characterized – maybe even more than Europe- by diversity. This results in messages that transcend local contexts, and can be inspirational for a variety of education systems." — Professor Marco Snoek, Amsterdam University of Applied Sciences, the Netherlands

• University of Limerick, Limerick, Ireland

  Timothy R. N. Murphy, Patricia Mannix-McNamara

Dr. Timothy Murphy is a Lecturer in Educational Research and Policy at the School of Education, University of Limerick. He is a Graduate of Teachers College, Columbia University, New York and has researched and worked in a number of educational contexts, including England, the USA and Ireland. He has published widely in the field of education, on topics ranging from education policy and reform, to disadvantage in education, as well as on teacher pedagogical well-being.  The latter led to his participation in a three-year Erasmus+ EU project on Teacher Well-being and Diversity which provided the inspiration for this book. 

Professor Patricia Mannix-McNamara is head of the School of Education at the University of Limerick in Ireland. Her experience spans school leadership, systems leadership, organizational culture and climate, workplace wellbeing in education and organizational behaviours and she is widely published in these fields. She serves as an advisor to national bodies and has championed school health promotion for two decades.  She is the joint chair of the National Behaviour in Organisations Research Group (BORG) with her colleague Dr. Margaret Hodgins in the National University of Ireland Galway. Her motivation in this text is to place wellbeing, for both teachers and students, at the heart of teaching culture.  

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