ERIC Number: EJ1405708
Record Type: Journal
Publication Date: 2023
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2331-186X
Perceived Educators' Roles in Student Well-Being in Higher Education
Cogent Education, v10 n2 Article 2272630 2023
This study addresses the role of teachers in students' well-being in higher education, which has not been well defined in the literature. A qualitative study was conducted at a Dutch university of applied sciences. It explores student beliefs about educators' roles in their well-being, and the requirements to fulfil such roles. In total, 27 students were interviewed. The variety in beliefs were reason to discuss results of the semi-structured interviews in a group discussion (n = 4). Thematic analysis of results shows that students distinguish between tutors and teachers and perceive tutors as the most crucial figures. The study identifies four roles: confidant, linking pin, a monitoring role (all three for tutors only), and a signaller role for both tutors and teachers. Requirements mentioned include the following: a close and informal teacher-student relationship, availability of time and timing of contacts, ability to provide structure, empathic attitude for both tutors and teachers and a high level of dependability mentioned for tutors only. Furthermore, findings suggest that students especially need involvement that targets their emotional needs and, to a lesser extent, their intellectual needs. Findings also show diversity in needs and preferences and highlight the importance of managing student expectations.
Descriptors: Teacher Role, Student Welfare, Higher Education, Student Attitudes, Teacher Student Relationship, Psychological Needs, Mental Health, Teacher Responsibility, Foreign Countries
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A