Bailey, Courtney (2022) Evaluation of Professional Development Training: Developing Higher Levels of Mental Health Literacy in Self-Care for Educators. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
This exploratory mixed methods pilot study evaluated archival data collected between 2013 and 2015 for a professional development program for Queensland Metropolitan Primary School teachers. The self-care intervention program was one of several programs offered to 375 educators, which was facilitated by the Mater Child and Youth Mental Health Service and Education Queensland. A model to evaluate participant practice change and how participants developed a sense of self-care within their practice was created using Job Demands and Resources Theory to explaining the development of competence as a critical state within Self Determination Theory. Using this model, relationships between self-care and the reduction of burnout were considered job resources gained from competence states, whereby self-care can act as a moderator for stress, preventing burnout in teachers. Measured quantitative variables included participant knowledge and confidence and satisfaction with the training. In addition, four qualitative variables were measured. Quantitative analysis of data on 46 educators who participated in the self-care intervention, as well as qualitative analysis on responses from a larger group of 375 educators, was guided by two core research questions: (a) what are the common factors that contribute towards an improvement in selfcare competence for teachers? and (b) what areas can be improved within future research studies examining the associations between self-care competence and stress for teachers? The results of these analyses highlighted a significant relationship between perceived knowledge and confidence, mediated by learning assessment, and it also highlighted strengths and weaknesses of the pilot study based on the SDT elements of competence, autonomy, and relatedness, with a focus on improvement in relatedness and competence for future studies.
|
Statistics for this ePrint Item |
| Item Type: | Thesis (Non-Research) (Honours) |
|---|---|
| Item Status: | Live Archive |
| Additional Information: | Current UniSQ staff and students can request access to this thesis. Please email research.repository@unisq.edu.au with a subject line of SEAR thesis request and provide: Name of the thesis requested and Your name and UniSQ email address |
| Faculty/School / Institute/Centre: | Current – Faculty of Health, Engineering and Sciences - School of Psychology and Wellbeing (1 Jan 2022 -) |
| Supervisors: | Erich Fein |
| Qualification: | Bachelor of Psychology (Honours) |
| Date Deposited: | 14 May 2025 04:01 |
| Last Modified: | 14 May 2025 04:01 |
| Uncontrolled Keywords: | self-care; teacher; professional development; evaluation; SDT |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1799 Other Psychology and Cognitive Sciences > 179999 Psychology and Cognitive Sciences not elsewhere classified |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5299 Other psychology > 529999 Other psychology not elsewhere classified |
| URI: | https://sear.unisq.edu.au/id/eprint/52132 |
Actions (login required)
 |
Archive Repository Staff Only |
