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Teacher well-being is a positive emotional state that combines the personal needs and expectations of both learners and their teachers. Teacher well-being and job satisfaction strongly influence teacher behaviour and are positively related to school and classroom climate and pupil achievement. Research also shows a positive relationship between teachers‘ motivation and learner performance and well-being. Moreover, teacher well-being is related to job retention of highly-qualified teachers, which is especially important for schools with high-needs learners. Teacher well-being and self-efficacy also helps to prevent early school leaving, so it is crucial that teachers receive the support they need.

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Rights Respecting Schools Award (RRSA), UK

Rights Respecting Schools (RRS) is a UNICEF-UK driven approach that integrates the UN Convention on the Rights of the Child (UNCRC) as a whole school approach to child rights education. The overall aim of the approach is to create a participative, inclusive, and safe school culture, where respect for every member of the school community is guaranteed. The UNICEF Child Rights Education (CRE) Toolkit provides guidance on how to become a Rights Respecting School. Schools adapt the RRS approach to their context. The approach influences relationships between every actor in the school environment and is applicable in any school context. The framework outlined in the RRS toolkit is intended to provide a central organising principle for the entire school and, by extension, for the families and community in which the school is situated. There are three phases of development. The second and third phases (Levels 1 and 2) are similar. The aim is to execute the action plan that is developed during the Recognition of Commitment phase in order to reach the four standards of the RRSA: 1. Rights-respecting values underpin leadership and management 2. The entire school community learns about the CRC 3. The school has a rights-respecting ethos 4. Children are empowered to become active citizens and learners.

Области: Школски одбор; Наставници/-ице; Подршка ученицима/-ицама; Укључивање родитеља; Укључивање заинтересованих страна

Подобласти: Школска култура и клима; Школско планирање и праћење; Руководство школе; Вештине и способности наставника/-ица; Наставници/-ице и њихови односи са ученицима/-ицама и родитељима; Добробит наставника/-ица; Добробит ученика/-ица; Учешће ученика/-ица у школском животу; Комуникација и информације; Простор за родитеље и укључивање у образовне активности; Партнерства - Организације у заједници и цивилно друштво

Језик: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Држава: Уједињено Краљевство

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