Faye McCallum
School of Education
Faculty of Arts, Business, Law and Economics
Eligible to supervise Masters and PhD - email supervisor to discuss availability.
My research investigates the importance of the teacher in the education system – teachers are the most important in-school factor on academic achievement. I am specifically interested in the wellbeing of teachers and leaders and the impact of their wellbeing on learners.
Current work explores wellbeing in all its dimensions for early career teachers, teachers and leaders. Measuring wellbeing across all its dimensions is an important approach to address the global concern around why teachers are leaving the profession. I am most concerned with attracting teachers to the profession and engaging them in a sustainable and rewarding profession that improves the learning outcomes for children and young people.
My current projects include:
- Measuring Wellbeing
This project prioritises and values student and employee wellbeing for sustained health and wellbeing at a Canadian College. This study is undertaken through an appreciative lens to align the College’s Strategic Directions to exploring student and staff perceptions of their own wellbeing. A similar project to measure employee wellbeing in schools has also been undertaken in Queensland, Australia.
- Teacher Wellbeing in Independent schools, NSW
This project was undertaken across a large sample of teachers employed in Independent Schools in NSW during 2016 – 2018. The research was undertaken to prioritise and value the teacher workforce by capturing exemplary teacher wellbeing practices for sustained wellbeing in the sector. This project involved 2 phases: an extensive literature review that defined wellbing, identified factors that impact teacher wellbeing, and explored enabling strategies; an online survey that explored teachers’ wellbeing in relation to autonomy and school leadership.
- Renewing the teaching profession in regional areas through community partnerships
The attraction, retention and sustainability of teachers in rural and regional areas is a global issue. This ARC investigated this problem in rural areas in South Australia by working in partnership with local agencies, stakeholders and employers. It was found that a collaborative approach to teacher attraction enabled teachers to transition to work in rural or regional communities and resulted in more sustainable employment options for these professionals. This model is applicable to other professional groups grappling with employment in hard-to-staff areas.
-
Appointments
Date Position Institution name 2022 - ongoing Professor of Education University of Adelaide 2017 - 2022 Head of School The University of Adelaide 2015 - 2017 Dean and Head of School Southern Cross University 2012 - 2015 Associate Head: Academic University of South Australia 2009 - 2015 Associate Dean: Teaching & Learning University of South Australia 2000 - 2008 Senior Lecturer Univesity of South Australia 1989 - 1999 Lecturer University of South Australia -
Awards and Achievements
Date Type Title Institution Name Country Amount 2018 Award Expert Advisor, Teacher Wellbeing OECD Australia - 2017 Award Adjunct Professor Southern Cross University Australia - 2015 Award Honorary Golden Key Award for my contribution to Teacher Education Southern Cross University Australia - 2010 Award Supported Teacher award; Supported Researcher award University of South Australia Australia - 1995 Award Member Australian College of Educators MACVE Australia - -
Education
Date Institution name Country Title 2000 University of South Australia Australia PhD 1995 The University of Adelaide Australia Master of Education 1983 Flinders University Australia Graduate Diploma of Teaching 1977 University of South Australia (previously Kingston CAE) Australia Diploma of Teaching -
Research Interests
-
Journals
Year Citation 2022 Cui, B., White, M. A., & McCallum, F. (2022). Exploring rural Chinese teachers’ attitudes towards wellbeing: Qualitative findings from appreciative semi-structured interviews. International Journal of Chinese Education, 11(1), 1-12.
Scopus42022 Cui, B., McCallum, F., & White, M. A. (2022). An exploration of rural Chinese teachers’ wellbeing: Insights from mixture modelling of latent profile analysis. International Journal of Chinese Education, 11(1), 1-13.
Scopus42021 White, M., McCallum, F., & Cui, B. (2021). A School-University Collaboration Measuring Employee and Student Wellbeing. The Australian Educational Researcher. 2020 Cui, B., White, M. A., & McCallum, F. (2020). Chinese Rural Teachers’ Wellbeing: Confucian and Western Perspectives. Review of Education, Pedagogy, and Cultural Studies. 2020 Cui, B., White, M. A., & McCallum, F. (2020). Latent profile analysis of teachers’ wellbeing in rural China. Teachers and Teaching: Theory and Practice. 2016 Hazel, S., & McCallum, F. (2016). The experience is in the journey: an appreciative case study investigating early career teachers' employment in rural schools. Australian and International Journal of Rural Education, 26(2), 19-33. 2015 Best, M., Price, D., & McCallum, F. (2015). 'Go over there and look at the pictures in the book': an investigation of educational marginalisation, social interactions and achievement motivation in an alternative middle school setting. International Journal of Inclusive Education, 19(4), 422-434.
Scopus6 WoS32015 Kehrwald, B., & McCallum, F. (2015). Degrees of change: understanding academics experiences with a shift to flexible technology-enhanced learning in initial teacher education. Australian Journal of Teacher Education, 40(7), 43-56.
Scopus112015 Price, D., & McCallum, F. (2015). Ecological influences on teachers’ well-being and “fitness”. Asia-Pacific Journal of Teacher Education, 43(3), 195-209.
Scopus57 WoS382015 Kehrwald, B. A., & McCallum, F. (2015). Degrees of Change: Understanding Academics Experiences with a Shift to Flexible Technology-Enhanced Learning in Initial Teacher Education. AUSTRALIAN JOURNAL OF TEACHER EDUCATION, 40(7), 14 pages.
WoS102014 Hammond, C., & McCallum, F. (2014). <i>A fair go for world affairs</i>: A critical inquiry into the teaching of International Humanitarian Law in an initial teacher education program. JOURNAL OF EDUCATIONAL ENQUIRY, 13(1), 35-45. 2014 Hammond, C., & McCallum, F. (2014). A fair go for world affairs: a critical inquiry into the teaching of International Humanitarian Law in an initial teacher education program. Journal of Educational Enquiry, 13(1), 35-45. 2014 Reid, A., & McCallum, F. (2014). 'Becoming your best': student perspectives on community in the pursuit of aspirations. Australian Educational Researcher, 41(2), 195-207.
Scopus11 WoS42013 Wrench, A., Hammond, C., McCallum, F., & Price, D. (2013). Inspire to aspire: raising aspirational outcomes through a student well-being curricular focus. International Journal of Inclusive Education, 17(9), 932-947.
Scopus20 WoS112009 Hammond, C., & McCallum, F. (2009). Interdisciplinarity: Bridging the university and field of practice divide. Australian Journal of Teacher Education, 34(2), 50-63.
Scopus3 WoS32008 Prosser, B., McCallum, F., Milroy, P., Comber, B., & Nixon, H. (2008). "I am smart and I am not joking": Aiming high in the middle years of Schooling. Australian Educational Researcher, 35(2), 15-35.
Scopus27 WoS23 -
Books
Year Citation 2023 White, M. A., McCallum, F., & Boyle, C. (Eds.) (2023). New Research and Possibilities in Wellbeing Education. Springer Nature Singapore.
2022 White, M., & McCallum, F. (2022). Transforming Teaching: Wellbeing and Professional Practice (1st ed.). Australia: Springer.
Scopus22021 White, M. A., & McCallum, F. (2021). Preface.
Scopus12021 White, M., & McCallum, F. (Eds.) (2021). Wellbeing and Resilience Education: COVID-19 and Its Impact on Education (1st ed.). London: Routledge.
Scopus102021 White, M., & McCallum, F. (Eds.) (2021). Wellbeing and Resilience Education: COVID-19 and Its Impact on Education (1st ed.). London: Routledge.
Scopus102020 White, M. A., & McCallum, F. (Eds.) (2020). Critical Perspectives on Teaching, Learning, and Leadership: Enhancing Educational Outcomes (1st ed.). Singapore: Springer.
Scopus32020 White, M. A., & McCallum, F. (Eds.) (2020). Critical Perspectives on Teaching, Learning, and Leadership: Enhancing Educational Outcomes (1st ed.). Singapore: Springer.
Scopus32016 Mccallum, F., & Price, D. (Eds.) (2016). Nurturing wellbeing development in education: From little things, big things grow.
Scopus122016 Mccallum, F., & Price, D. (Eds.) (2016). Nurturing wellbeing development in education: From little things, big things grow.
Scopus12 -
Book Chapters
Year Citation 2023 Boyle, C., Allen, K. -A., Bleeze, R., Bozorg, B., & Sheridan, K. (2023). Enhancing positive wellbeing in schools: The relationship between inclusion and belonging. In M. White, F. McCallum, & C. Boyle (Eds.), New Research and Possibilities in Wellbeing Education (pp. 371-384). Singapore: Springer.
2023 Maadad, N., & Yu, M. (2023). Wellbeing and Online Learning: Perspectives of Refugee-Background Students. In M. White, F. McCallum, & C. Boyle (Eds.), New Research and Possibilities in Wellbeing Education (pp. 245-266). Springer Nature. 2022 White, M. A., & McCallum, F. (2022). Priorities of the Next Decade for School Leadership and Teaching. In Transforming Teaching: Wellbeing and Professional Practice (pp. 149-160). Springer Nature Singapore.
2022 McCallum, F., & White, M. A. (2022). Wellbeing and Professional Practice: A Turning Point. In Transforming Teaching: Wellbeing and Professional Practice (pp. 1-12). Springer Nature Singapore.
2021 McCallum, F. (2021). Teachers' wellbeing during times of change and disruption. In Wellbeing and Resilience Education: COVID-19 and Its Impact on Education (pp. 183-208).
Scopus82021 McCallum, F. (2021). Teacher and Staff Wellbeing: Understanding the Experiences of School Staff. In M. Kern, & M. Wehmeyer (Eds.), The Palgrave Handbook of Positive Education (1 ed., pp. 715-740). Cham, Switzerland: Palgrave Macmillan.
Scopus152021 Maadad, N., & Yu, M. (2021). Supporting English language education for children from refugee backgrounds in Australian schools. In M. White, & F. McCallum (Eds.), Wellbeing and Resilience Education: COVID-19 and Its Impact on Education (1 ed., pp. 111-136). Abingdon, Oxon, United Kingdom: Routledge. 2021 White, M. (2021). Enhancing school –university pre-service teacher professional experience with online wellbeing masterclasses during COVID-19. In M. White, & F. McCallum (Eds.), Wellbeing and Resilience Education COVID-19 and Its Impact on Education Systems (1st ed., pp. 161-182). Routledge.
Scopus22021 White, M., & McCallum, F. (2021). Crisis or catalyst? Examining COVID-19’s implications for wellbeing and resilience education. In M. White, & F. McCallum (Eds.), Wellbeing and Resilience Education COVID-19 and Its Impact on Education Systems (pp. 1-17). New York, NY, USA: Routledge.
Scopus32021 White, M., & McCallum, F. (2021). Crisis or catalyst? Examining COVID-19’s implications for wellbeing and resilience education. In M. White, & F. McCallum (Eds.), Wellbeing and Resilience Education COVID-19 and Its Impact on Education Systems (pp. 1-17). New York, NY, USA: Routledge.
Scopus32020 Barbieri, W. (2020). The impact of introducing iPads in teacher education: A case study. In M. White, & F. McCallum (Eds.), Critical Perspectives on Teaching, Learning and Leadership: Enhancing Educational Outcomes (pp. 61-86). Singapore: Springer.
2020 McCallum, F. L. (2020). The changing nature of teachers' work and its impact on wellbeing. In M. White, & F. McCallum (Eds.), Critical Perspectives on Teaching, Learning and Leadership: Enhancing Educational Outcomes (1 ed., pp. 17-44). Singapore: Springer.
Scopus122020 McCallum, F. L. (2020). The changing nature of teachers' work and its impact on wellbeing. In M. White, & F. McCallum (Eds.), Critical Perspectives on Teaching, Learning and Leadership: Enhancing Educational Outcomes (1 ed., pp. 17-44). Singapore: Springer.
Scopus122020 White, M., & McCallum, F. L. (2020). Critical perspectives on teachers and teaching: an appreciative examination. In M. White, & F. McCallum (Eds.), Critical Perspectives on Teaching, Learning and Leadership Enhancing Educational Outcomes (1 ed., pp. 1-15). Singapore: Springer.
Scopus12020 White, M., & McCallum, F. L. (2020). Critical perspectives on teachers and teaching: an appreciative examination. In M. White, & F. McCallum (Eds.), Critical Perspectives on Teaching, Learning and Leadership Enhancing Educational Outcomes (1 ed., pp. 1-15). Singapore: Springer.
Scopus12020 Westphalen, L. (2020). Transforming higher education teaching for twenty-first century skills. In M. White, & F. McCallum (Eds.), Critical Perspectives on Teaching, Learning and Leadership: Enhancing Educational Outcomes (pp. 45-60). Singapore: Springer.
Scopus12020 White, M., & McCallum, F. (2020). Responding to teacher quality through an evidence-based wellbeing framework for initial teacher education. In J. Fox, C. Alexander, & T. Apsland (Eds.), Teacher Education in Globalised Times: Local Responses in Action (pp. 115-137). Singapore: Springer.
Scopus162020 Willison, J. (2020). Blended learning needs blended evaluation. In M. White, & F. McCallum (Eds.), Critical Perspectives on Teaching, Learning and Leadership: Enhancing Educational Outcomes (pp. 87-106). Singapore: Springer.
Scopus32020 Bentley, B. P. (2020). New understandings of instructional theory: Finding the instructional 'Sweet Spot'. In M. White, & F. McCallum (Eds.), Critical Perspectives on Teaching, Learning and Leadership: Enhancing Educational Outcomes (pp. 107-122). Singapore: Springer.
2020 White, M., & McCallum, F. (2020). Introduction. In M. White, & F. McCallum (Eds.), Critical Perspectives on Teaching, Learning and Leadership: Enhancing Educational Outcomes (1st ed., pp. XX). Singapore: Springer. 2020 White, M., & McCallum, F. (2020). Introduction. In M. White, & F. McCallum (Eds.), Critical Perspectives on Teaching, Learning and Leadership: Enhancing Educational Outcomes (1st ed., pp. XX). Singapore: Springer. 2020 White, M. A. (2020). Pre-service teachers' perceptions of character and well-being. In M. White, & F. McCallum (Eds.), Critical Perspectives on Teaching, Learning and Leadership: Enhancing Educational Outcomes (1 ed., pp. 165-187). Singapore: Springer.
Scopus32016 McCallum, F. (2016). Leading and empowering lifelong wellbeing: Well educators, well learners, well communities. In F. McCallum, & D. Price (Eds.), Nurturing Wellbeing Development in Education From Little Things, Big Things Grow (pp. 133-145). UK: Routledge. 2016 McCallum, F. (2016). Leading and empowering lifelong wellbeing: Well educators, well learners, well communities. In F. McCallum, & D. Price (Eds.), Nurturing Wellbeing Development in Education From Little Things, Big Things Grow (pp. 133-145). UK: Routledge. 2016 Price, D., & McCallum, F. (2016). Wellbeing in education. In F. McCallum, & D. Price (Eds.), Nurturing Wellbeing Development in Education: From Little Things, Big Things Grow (pp. 1-21). United Kingdom: Routledge.
Scopus62016 McCallum, F., & Price, D. (2016). Teacher wellbeing. In F. McCallum, & D. Price (Eds.), Nurturing Wellbeing Development in Education: From Little Things, Big Things Grow (pp. 112-132). United Kingdom: Routledge.
Scopus102016 Price, D., & McCallum, F. (2016). Leading and empowering lifelong wellbeing: Well educators, well learners, well communities. In F. McCallum, & D. Price (Eds.), Nurturing Wellbeing Development in Education: From Little Things, Big Things Grow (pp. 133-145). United Kingdom: Routledge.
Scopus32016 McCallum, F., & Price, D. (2016). Wellbeing for all. In F. McCallum, & D. Price (Eds.), Nurturing Wellbeing Development in Education: From Little Things, Big Things Grow (pp. 22-39). United Kingdom: Routledge.
Scopus12015 McCallum, F., & Price, D. (2015). Wellbeing Defined. In F. McCallum, & D. Price (Eds.), Nurturing Wellbeing Development in Education From Little Things, Big Things Grow. UK: Routledge. 2015 McCallum, F., & Price, D. (2015). Wellbeing Defined. In F. McCallum, & D. Price (Eds.), Nurturing Wellbeing Development in Education From Little Things, Big Things Grow. UK: Routledge. 2009 McCallum, F., & Prosser, B. (2009). River journeys: Narrative accounts of South Australian preservice teachers during professional experience. In A. M. A. Mattos (Ed.), Narratives on Teaching and Teacher Education: An International Perspective (pp. 91-106). Palgrave Macmillan US.
Scopus3
| Date | Project Name/ Number | Investigators | Funding Body | Amount |
|---|---|---|---|---|
| 2018 - 2019 | Wellbeing at UCC | Assoc Prof Mathew White; Prof Faye McCallum | Upper Canada College, Toronto | $30,000 |
| 2017 - 2018 | Teacher Wellbeing | Prof Faye McCallum; Deborah Price | AIS, NSW | $80,000 |
| 2015 - 2016 | A comparative study of preservice teacher wellbeing in Australia and the UK. | Deborah Price; Prof Faye McCallum | University of South Australia | $11,977 |
| 2014 - 2018 | Renewing the teaching profession in regional areas through community partnerships | Marie Brennan; Faye McCallum; Michele Simons; Helen Strickland; Kathy McEvoy | ARC Linkage LP100200499 |
$239,086 |
| 2012 - 2014 | Widening participation, access and flexibility of study through design and implementation of fully online learning environment. |
Faye McCallum; Geraldine Castleton |
UniSA: Technology Enhanced Learning Grants Application | $392,065 |
-
Current Higher Degree by Research Supervision (University of Adelaide)
Date Role Research Topic Program Degree Type Student Load Student Name 2023 Co-Supervisor This qualitative study investigates the impact of strength-based teacher professional practices on student literacy to promote wellbeing. The findings aim to address a significant gap in wellbeing education research centering on teacher professional practice. Doctor of Philosophy Doctorate Part Time Mr Adam John Slater 2020 Co-Supervisor An investigation of teacher perceptions about the impact of motivation on wellbeing across teacher professional phases: a mixed-methods study Doctor of Philosophy Doctorate Full Time Ms Liwen Tan 2020 Co-Supervisor The Impact of Culture on Australian LOTE Teachers’ Motivation to Teach and their Wellbeing: An Appreciative Mixed Methods Study Doctor of Philosophy Doctorate Part Time Miss Tania Zebian -
Past Higher Degree by Research Supervision (University of Adelaide)
Date Role Research Topic Program Degree Type Student Load Student Name 2019 - 2022 Principal Supervisor Journeys of Strength: An Appreciative Study of Older Workers in Singapore Doctor of Philosophy Doctorate Full Time Mr Mohamed Fadhil Bin Mohamed Ismail 2019 - 2022 Principal Supervisor Experiences of following within Senior Leadership Teams in Independent Schools Doctor of Philosophy Doctorate Part Time Mr Carl Salt 2017 - 2020 Principal Supervisor Teacher Wellbeing in Rural China: An Appreciative Mixed-Methods Study in Jilin Province Doctor of Philosophy Doctorate Full Time Dr Bo Cui
-
Committee Memberships
Date Role Committee Institution Country 2018 - ongoing Board Member Australian Council of Deans Australian Council of Deans Australia 2018 - 2018 Advisory Board Member Expert Panel, Teacher Wellbeing OECD France 2018 - 2018 Representative Academic Board University of Adelaide Australia 2017 - ongoing Chair Advisory Board University of Adelaide, School of Education Australia 2002 - 2004 Representative Teachers Registration Board University of South Australia Australia -
Editorial Boards
Date Role Editorial Board Name Institution Country 2018 - ongoing Member Book proposal Routledge United Kingdom 2017 - ongoing Member Australian Research Council ARC Australia 2017 - ongoing Member Initial Teacher Education Australian Institute of Teaching & School Leadership (AITSL) Australia 2014 - 2014 Member Annual Meeting AERA American Educational Research Association United States
Connect With Me
External Profiles
