High rates of teacher stress and burnout in international communities have sparked concern for teacher well-being worldwide. Thus, in an effort to understand the factors that influence teacher well-being, the current paper explores the relationship between culturally-valued competencies and teacher well-being in a public high school in New Orleans, Louisiana (United States) and a public high school in Negombo, Gampaha (Sri Lanka). Meant to illustrate the poignancy of contextual demands on expectations about teachers and subsequent concerns for well-being, the author utilized archival focus group and interview data to derive phenomenological perspectives of education stakeholders about teacher competencies and well-being. Through data triangulation among the stakeholder groups and through the use of a deductive-inductive coding process, the author was able to identify culturally relevant themes that were pertinent to understanding the healthy functioning of teachers at each school. Based on the findings, the author proposes that identification of culturally relevant competencies is a necessary first step in working toward culturally relevant and culturally acceptable solutions to improve teacher well-being at different schools. Other implications, next steps, and limitations are discussed.
|Advisor:||Nastasi, Bonnie K.|
|Commitee:||Cunningham, Michael, Wyland, Carrie L.|
|School:||Tulane University School of Science and Engineering|
|School Location:||United States -- Louisiana|
|Source:||MAI 51/05M(E), Masters Abstracts International|
|Subjects:||Educational psychology, Teacher education, Psychology|
|Keywords:||Culture-specific, New orleans, Sri lanka, Teacher competencies, Teacher stress, Teacher well-being|
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