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Teacher Well-Being: Voices in the Field
Award Winner
Recipient of the 12th Annual Graduate Student Symposium Scholarship Award, Oral Presentations, State College Room - First Place (2019)
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Presentation Type
Oral Presentation (Electronic Copy Not Available)
Keywords
Elementary school teachers--Job stress--Prevention; Elementary school teachers--Psychology; Well-being;
Abstract
Teacher burnout and attrition have been the focus of numerous studies, including examination of organizational structures and factors contributing to burnout. Yet, teachers’ well-being through the voices and narratives of educators in the field remains an understudied area. This study explored the experiences of practicing elementary teachers as they navigated the demands of the teaching profession, and how these experiences contributed to their conceptualization of teacher well-being. Semi-structured interviews were conducted with three elementary teachers. An exploration of their narratives revealed the powerful role relationships with school leaders and colleagues played and the impact of the emotional work in this profession. Implications for future research and practical applications are considered.
Start Date
3-4-2019 1:00 PM
End Date
3-4-2019 4:00 PM
Year of Award
2019 Award
Faculty Advisor
Dr. Sarah Vander Zanden
Department
Department of Curriculum and Instruction
Copyright
©2019 Abby Weiland
File Format
application/pdf
Embargo Date
4-17-2019
Teacher Well-Being: Voices in the Field
Teacher burnout and attrition have been the focus of numerous studies, including examination of organizational structures and factors contributing to burnout. Yet, teachers’ well-being through the voices and narratives of educators in the field remains an understudied area. This study explored the experiences of practicing elementary teachers as they navigated the demands of the teaching profession, and how these experiences contributed to their conceptualization of teacher well-being. Semi-structured interviews were conducted with three elementary teachers. An exploration of their narratives revealed the powerful role relationships with school leaders and colleagues played and the impact of the emotional work in this profession. Implications for future research and practical applications are considered.
