ABSTRACT
The decade following the introduction of wellbeing education as a research area to the present has marked a significant era in education’s development for wellbeing and academic growth, and the period also predated the disruption of COVID-19 on education, which has raised the importance of wellbeing as a goal within its own right in educational offerings. Simultaneously, collective teacher efficacy has emerged as one of the most effective strategies to impact student learning outcomes. While more schools are offering wellbeing programmes and approaches, the ability to build collective teacher efficacy for wellbeing education remains an under-researched area. This chapter explores the significance of collaborative teacher efficacy and the implications of this research on wellbeing education. An exploratory case study investigating 133 teachers’ perceptions of prioritising wellbeing is examined to determine the potential for integrating collective teacher efficacy strategies with wellbeing to operationalise this goal. Finally, a strategy is developed drawing upon collective teacher efficacy and wellbeing research to propose an approach to strengthen the hold of school initiatives in wellbeing education.
