The demands of teaching continue to increase teacher burnout, stress, and unhealthy classroom environments as the pressures on teachers remain consistent. Given the necessity of prepared teachers in the classroom and the need for teachers to locate available emotional resources, this study explores the features that teachers attribute to their well-being, including the factors that both promote it and inhibit it. The purpose of this study is to narrate and display the contextual stressors experienced by teachers and gain an understanding as to how it impacts their perceived well-being. The sample includes four teachers from the middle and high school level, teaching varying subjects, and with over twenty years of teaching experience. Data were collected through interviews and artifacts and later analyzed thematically within a qualitative, embedded case study. The themes that emerged includes school climate uncertainties, work/life imbalance, and governing well-being. The self-determination theory is used to understand the cause of disruptions in enhancing the motivation and performance quality of teachers through the innate needs of autonomy, relatedness, and competence. Overall, the findings of this study suggest that a teacher’s well-being is influenced by the interactions between their relational, personal, and professional realms, and within those realms or systems, school-influenced stressors may either promote or inhibit their well-being, depending on how they allow it to interact with them.
|Advisor:||Ulanoff, Sharon H.|
|Commitee:||André-Bechely, Lois, Snow, Marguerite Ann|
|School:||California State University, Los Angeles|
|Department:||Applied and Advanced Studies in Education|
|School Location:||United States -- California|
|Source:||DAI-A 81/3(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education, Psychology|
|Keywords:||Healthy classroom, Self determination, Teacher burnout, Teacher motivation, Teacher stress, Teacher well being|
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