Experiences of Bhutanese Teachers in Wellbeing Leadership Roles: Contextual Realities of Implementing a Whole-School Approach to Student Wellbeing Promotion
Keywords:student wellbeing, whole-school approach, implementation, contextual factors
Schools are ideal sites for the promotion of the knowledge, skills, and attitudes that enhance personal as well as collective wellbeing. Schools engage in numerous programs and activities to promote the wellbeing of students. Despite indications of positive effects of a whole-school approach, reports find that implementation is challenging because these programs typically require fundamental changes to the ways in which schools operate and are organized. Although they are key implementers, the experiences and challenges that middle-level leaders in schools face when working towards a whole-school approach has been rarely reported. This qualitative study explored the perceptions and experiences of key implementers in implementing a whole-school approach to student wellbeing promotion in secondary schools in the small Kingdom of Bhutan. Findings suggest that they face numerous challenges in implementing a whole-school approach to student wellbeing that revolve around culture and context.
The International Education Journal: Comparative Perspectives is the official journal of the Oceania Comparative and International Education Society. The IEJ, (ISSN 1443-1475), publishes a general volume bi-annually in July and December and also publishes Special Editions occasionally. It is a free, open-access scholarly journal, managed by volunteers. There are no article processing charges, or any charges to authors.
In relation to intellectual property, as of 2020, the IEJ: CP claims only first publication rights; copyright of all work published in the journal remains with the authors under Creative Commons copyright license CC-BY-ND (4.0). Author(s) retain all rights to their works, ensuring that reference to the International Education Journal: Comparative Perspectives is clearly stated on any copies made or distribution. Submissions must not involve third parties with a claim to copyright, and be the sole work of the author(s). It is the responsibility of the author(s) to secure permission to reproduce photographs, illustrations, figures or tables. Single images, tables or figures can be re-used . If more than a single image or table are to be re-used authors must attribute first publication to IEJ: CP notify the IEJ: CP Editor. Authors may also make derivative works which are subject to these limitations.
See https://creativecommons.org/licenses/by-nd/4.0/ for more detail.
Re-distributed or used material must be referenced to the International Education Journal: Comparative Perspectives.