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International Research Handbook on Values Education and Student Wellbeing pp 359–375Cite as

Nurturing Teacher Wellbeing Through Values Education

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Abstract

The aim of this chapter is to describe values education in South African schools and its effect on the wellbeing and integrity of the teacher. This exposition of values education and teacher wellbeing is set within a context of rapid political, social, economic, and educational change in South Africa. Research conducted in various South African values education projects suggests that identifying important values is just the beginning. The real ongoing challenge remains of first grounding these values in the contextual society and second promoting them at schools in an effort to improve both teacher and student wellbeing and personal integrity.

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Author information

Authors and Affiliations

  1. University of Johannesburg, Auckland Park, South Africa

    Nazreen Dasoo

Authors
  1. Nazreen Dasoo
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Correspondence to Nazreen Dasoo .

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Editors and Affiliations

  1. Newcastle University, University Drive, Callaghan, 2308, Australia

    Terence Lovat

  2. Newcastle University, University Drive, Callaghan, 2308, Australia

    Ron Toomey

  3. Newcastle University, University Drive, Callaghan, 2308, Australia

    Neville Clement

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Dasoo, N. (2010). Nurturing Teacher Wellbeing Through Values Education. In: Lovat, T., Toomey, R., Clement, N. (eds) International Research Handbook on Values Education and Student Wellbeing. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8675-4_22

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