Examining Teacher Well-Being: An Analysis of Resources Needs

Abstract

This quantitative research explores the resource needs, challenges, and strengths of teachers and their influence on teacher well-being. Adopting a descriptive design with surveys as the primary instrument, the study aims to shed light on teacher well-being from a strengths-based perspective, a departure from the prevailing focus on stress and burnout in existing literature. Teachers operate in environments characterized by high stress and potential burnout, stemming from the demanding nature of their profession and encountering stressors across interpersonal, organizational, and institutional levels. Despite these challenges, most teachers demonstrate resilience and commitment to their work. However, there is a noticeable gap in research focusing on how teachers thrive and experience positivity within their school environments. Utilizing the Job-Demands Resources (JD-R) model as a theoretical framework, this study examines the relationship between resources and teacher well-being. The findings offer valuable insights into teacher resource needs and their overall well-being, which have practical implications for teacher training, professional development programs, and policy-making. These implications are aimed at mitigating teacher attrition, stress, and burnout while fostering resilience and well-being among educators. Furthermore, the study contributes to the refinement of the JD-R model and the broader understanding of teacher well-being. By providing a deeper insight into the mechanisms underlying teacher resilience, the findings serve as a foundational basis for future research in this critical domain.

Received: 2 February 2024 | Revised: 6 March 2024 | Accepted: 12 March 2024 

Conflicts of Interest

The authors declare that they have no conflicts of interest to this work.

Data Availability Statement

Data sharing is not available due to IRB protection of confidentiality set at the time of data collection. If you are interested in viewing deidentified data, please contact the first author.