1. What Processes or Key Components Do Teachers Attribute to Their Well-Being? A Cross-Cultural Qualitative Study of Teacher Well-Being in Cambodia, Kenya, and Qatar
- Author
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Huynh, Hy V., Proeschold-Bell, Rae Jean, Sohail, Malik Muhammad, Nalianya, Micah, Wafula, Sylvia, Amanya, Cyrilla, Vann, Vanroth, Loem, Pisey, Baghdady, Ahmed M., Al-Khalaf, Maryam S., Namestnik, Alexa, and Whetten, Kathryn
- Abstract
The study of teacher well-being is critically important. However, teacher well-being studies are lacking in Africa, Asia, and the Middle East, and also generally in low-income countries. This exploratory case study sought to identify teachers' perceptions of work-related characteristics and personal practices associated with well-being and burnout in three underrepresented, diverse sites: Battambang, Cambodia; Bungoma, Kenya; and Doha, Qatar. Ninety teachers participated in in-depth interviews (Qatar N = 21, Cambodia N = 33, Kenya N = 36), as well as 16 principals and 11 policymakers. Qualitative analysis was conducted using data-driven, emergent codes. Findings revealed that teachers attributed remarkably similar processes and key components to their well-being (e.g., engagement school-wide or district-wide, schools attending to teachers' personal needs) and burnout (e.g., administrative burden, student misbehavior) across all three sites, with a few notable differences worthy of future follow-up. Few teachers could name any well-being programs at their school.
- Published
- 2023
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