Six Middle Leaders Speak to Wellbeing Initiatives in Two Jamaican Teacher Training Colleges

Abstract

In Jamaican context, it is imperative to understand both the knowledge and the experiential gaps related to the wellbeing of middle leaders at the college level. Using qualitative, semi-structured interviews, this chapter explores the views of six middle leaders (in various roles) at two teacher training colleges in Jamaica to understand what initiatives, if any, existed in their institution to address faculty wellbeing practices and how they believed that their institution’s leaders could better address their wellbeing at work. The study’s findings pointed out that middle leaders attributed some initiatives as targeted to their wellbeing, but these were mostly linked to professional development endeavors aimed at bolstering their content discipline knowledge and instructional competence, whereas their struggle with unrealistic job expectations, heavy workloads, token remuneration for their senior posts, and lack of validation from the top executive leadership core have largely been unattended.

Citation

Wilmot, A.-M. (2024), "Six Middle Leaders Speak to Wellbeing Initiatives in Two Jamaican Teacher Training Colleges", Walker, K.D. and Kutsyuruba, B. (Ed.) The Emerald Handbook of Wellbeing in Higher Education: Global Perspectives on Students, Faculty, Leaders, and Institutions, Emerald Publishing Limited, Leeds, pp. 183-197. https://doi.org/10.1108/978-1-83797-504-420241013