AbstractThe aim of this study was to explore experienced teachersâ€™ thoughts and feelings about well-being and resilience at work. A qualitative methodology and critical realist stance were adopted and a semi-structured interview was designed. Ten teachers were recruited via purposive, snowball sampling and interviews were recorded and transcribed before being subjected to reflective thematic analysis (Braun & Clarke, 2006). Nine key themes were developed, these included: â€˜Well-being has multiple dimensionsâ€™, â€˜Resilience is a response to adversityâ€™, â€˜Multiple factors support well-being & resilienceâ€™, â€˜Beliefs about resilience divergeâ€™, â€˜Fundamental pressures impact well-being and resilienceâ€™, â€˜Senior managers can create stressful school culturesâ€™, â€˜Parental and public disrespect is detrimental to well-beingâ€™, â€˜Attitudes and approaches to teacher well-being are problematicâ€™ and â€˜Teacher responses to pressures can be problematicâ€™. My analysis, therefore, helps to elucidate and problematise well-being and resilience in teaching, with implications for interventions designed to address both constructs. Limitations related to subjectivity mean that generalisations cannot be made.
|Date of Award||1 Aug 2023|
|Supervisor||Terry Hanley (Supervisor) & Pamela Qualter (Supervisor)|