Qualitative study explores how physical health self-care influences wellbeing in special education teachers, suggesting improvements for school initiatives.
Key Points
This study aims to investigate how physical health self-care practices affect the wellbeing of special education teachers in Australia.
Conducted phenomenological semi-structured interviews with eight special education teachers from New South Wales.
Identified three major themes: beliefs towards self-care, barriers to self-care, and facilitators of self-care.
Analyzed participants' perspectives on physical health self-care and its role in their professional effectiveness.
Teachers viewed physical health self-care as essential for holistic wellbeing and professional effectiveness.
Long hours, fatigue, and superficial school wellbeing initiatives often hindered self-care practices.
Identified supportive school cultures and incidental movement during the school day as significant enablers of self-care.