Abstract
This paper explores a study completed with two first-year teachers over a three-month period while self-care strategies were suggested and practiced. The paper discusses the impact that practicing and not practicing self-care has on first-year teachers’ attitudes and attendance. It also includes firsthand accounts from journal entries completed by both first-year teachers.
Keywords: Teacher self-care, first-year teachers, wellness, well-being
How to Cite:
Baker, L., (2020) “Self-Care Amongst First-Year Teachers”, Networks: An Online Journal for Teacher Research 22(2). doi: https://doi.org/10.4148/2470-6353.1328
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