Working on Wellbeing: An exploration of the factors that support teacher wellbeing, and the potential role for Educational Psychologists

Teaching is one of the most stressful professions, consequentially three quarters of the education profession have faced difficulties with their physical and mental health and wellbeing; this is notably higher than the rest of the working population. The impact of decreased teacher wellbeing is not only confined to individual detriment; its effects are wide-reaching, impacting teaching quality, teacher-pupil relationships, pupil attainment and pupil wellbeing, amongst others. Despite this, teacher wellbeing has historically been overlooked by policymakers and remains a comparatively under-researched area within the UK. This research used a mixed methods design to investigate the factors that support teacher wellbeing across mainstream primary and secondary school settings, and the potential role for Educational Psychologists (EPs). Data was collected from both teachers (n=69) and EPs (n=19) using online questionnaires (Phase 1) and semi-structured interviews (Phase 2), and was analysed using descriptive statistics and thematic analysis. The research identified a range of factors that support teacher wellbeing, with supportive factors clustered around seven key themes: ‘physical and mental health difficulties’, ‘teacher dependent’ factors (e.g. characteristics, experience, willingness to seek support), ‘context dependent’ factors (e.g. school ethos, senior leadership team), ‘external influences’ (e.g. parents, government, access to external support), ‘expectations’, ‘support network’, and ‘pupils’. There was no consensus regarding whether EPs have/should have a role in supporting teacher wellbeing, views were divergent. However, four key themes were identified; ‘perceptions of EP role’, ‘approach’, ‘direct support’, and ‘indirect support’. Overall, the research has demonstrated that there are a number of ways in which teacher wellbeing can be supported going forwards, and a number of distinct roles for Educational Psychologists. Key stakeholders (e.g. schools and Educational Psychology Services) may wish to reflect on these findings and consider making meaningful changes to improve the wellbeing of teachers. Implications for future research are also suggested

International Test Users\u27 Conference: Assessing intelligence, emotion and behaviour (Conference Proceedings)

World leaders in the assessment of intelligence, emotions and behaviour gathered in Melbourne this week to consider issues in assessing the whole person across the lifespan. They joined around 180 delegates including participants from the United States, Malaysia, Indonesia and New Zealand taking part in the International Test Users\u27 Conference 2004 hosted by ACER. Keynote presentations were given by Professor Gale Roid, co-author of the Stanford Binet 5; Professor Thomas Achenbach, author of the Child Behaviour Checklist; Dr David Caruso, co-author of the Mayar, Salovey, Caruso Emotional Intelligence Test; and Dr Katherine Hirsch, co-author of a number of texts on the Myers Briggs Type Indicator

The Survey, Taxonomy, and Future Directions of Trustworthy AI: A Meta Decision of Strategic Decisions

When making strategic decisions, we are often confronted with overwhelming information to process. The situation can be further complicated when some pieces of evidence are contradicted each other or paradoxical. The challenge then becomes how to determine which information is useful and which ones should be eliminated. This process is known as meta-decision. Likewise, when it comes to using Artificial Intelligence (AI) systems for strategic decision-making, placing trust in the AI itself becomes a meta-decision, given that many AI systems are viewed as opaque "black boxes" that process large amounts of data. Trusting an opaque system involves deciding on the level of Trustworthy AI (TAI). We propose a new approach to address this issue by introducing a novel taxonomy or framework of TAI, which encompasses three crucial domains: articulate, authentic, and basic for different levels of trust. To underpin these domains, we create ten dimensions to measure trust: explainability/transparency, fairness/diversity, generalizability, privacy, data governance, safety/robustness, accountability, reproducibility, reliability, and sustainability. We aim to use this taxonomy to conduct a comprehensive survey and explore different TAI approaches from a strategic decision-making perspective

31th International Conference on Information Modelling and Knowledge Bases

Information modelling is becoming more and more important topic for researchers, designers, and users of information systems.The amount and complexity of information itself, the number of abstractionlevels of information, and the size of databases and knowledge bases arecontinuously growing. Conceptual modelling is one of the sub-areas ofinformation modelling. The aim of this conference is to bring together experts from different areas of computer science and other disciplines, who have a common interest in understanding and solving problems on information modelling and knowledge bases, as well as applying the results of research to practice. We also aim to recognize and study new areas on modelling and knowledge bases to which more attention should be paid. Therefore philosophy and logic, cognitive science, knowledge management, linguistics and management science are relevant areas, too. In the conference, there will be three categories of presentations, i.e. full papers, short papers and position papers