WELLBEING IN THE CLASSROOM: AN EXAMINATION OF TEACHERS’ WELLBEING [AND ITS IMPLICATION FOR PRACTICE]

Abstract

ABSTRACT There is a growing crisis in teacher wellbeing, marked by high work-related stress, anxiety, and depression, and an increasing teacher exodus, therefore, understanding teacher wellbeing is crucial. A central theme of the thesis was developing a theoretical teacher wellbeing framework which has ecological validity. The current literature was investigated to see to what extent multidimensional and holistic approaches are deployed to explore teacher wellbeing. Then, with the use of a novel analysis approach, teachers' own voices were heard to better understand the topic of teacher wellbeing and to some extent empirical validation of the theorised model. Through doing so, the thesis makes both theoretical and methodological contributions by illustrating how such a framework can be informed in this study area. The thesis is organised in journal format, with the main body consisting of three original research studies prepared for publication in peer-reviewed journals. Study One revealed conceptual plurality in the field of teacher wellbeing, with isolated and rigid approaches characterising the different conceptualisations. Study Two systematically investigated the literature and found that published research on teacher wellbeing does not fully reflect its multidimensional nature, as most studies can be categorised under a single discourse: negativity/deficiency, positivity/flourishing, or professionalism. Only six studies considered all three discourses together. Study Three provided an in-depth qualitative analysis of primary school teachers' perspectives on teacher wellbeing, integrating insights from previous studies to enhance the overall thesis narrative. The study revealed that teacher wellbeing is a multifaceted construct encompassing work-life balance, workload, and personal life elements. The research in this thesis has significant implications for theory, research, and school mental health and wellbeing practice and policy. The proposed theoretical framework enhances the understanding of teacher wellbeing and offers a clear contribution to the field, clarifying and advancing its conceptualisation.

Date of Award	21 Oct 2024
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Garry Squires (Co Supervisor) & Michael Wigelsworth (Main Supervisor)