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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
- Source :
-
Psychology in the Schools . 2023 60(12):4967-4987. - Publication Year :
- 2023
-
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.
Details
- Language :
- English
- ISSN :
- 0033-3085 and 1520-6807
- Volume :
- 60
- Issue :
- 12
- Database :
- ERIC
- Journal :
- Psychology in the Schools
- Publication Type :
- Academic Journal
- Accession number :
- EJ1399637
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1002/pits.23043