Insights into longevity and the professional lifespan of early and mid-to-late career teachers: perspectives of teacher wellbeing.
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| Title: | Insights into longevity and the professional lifespan of early and mid-to-late career teachers: perspectives of teacher wellbeing. |
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| Authors: | Veliz, Leonardo (AUTHOR), Mainsbridge, Casey (AUTHOR) |
| Source: | Educational Review. Nov2025, Vol. 77 Issue 7, p2241-2259. 19p. |
| Subjects: | Longevity, Teacher health, Teacher educators, Educational resources, School environment, Job stress, Qualitative research |
| Abstract: | This article reports on the findings of research that investigated the personal, organisational, and socio-political factors that affect early and mid-to-late career teachers' well-being in Australian schools. Framed through the lens of the Job Demands-Resources Model, the study focused on both positive and negative indicators of teacher well-being. Informed by a qualitative research methodology, the study draws upon data from in-depth semi-structured interviews with early and mid-to-late career teachers which addressed four dimensions of impact on teacher well-being: (i) job/professional resources, (ii) job/professional demands, (iii) school culture, and (iv) social, cultural, and political challenges. Examination of the data indicates that both novice and experienced teachers rely significantly on accessible resources like mentorship, professional learning communities, increased autonomy, and interpersonal connections, which contribute positively to their overall well-being. However, challenges such as time constraints, administrative responsibilities, toxic school environments, and larger systemic issues exert detrimental effects on teachers' well-being. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This article reports on the findings of research that investigated the personal, organisational, and socio-political factors that affect early and mid-to-late career teachers' well-being in Australian schools. Framed through the lens of the Job Demands-Resources Model, the study focused on both positive and negative indicators of teacher well-being. Informed by a qualitative research methodology, the study draws upon data from in-depth semi-structured interviews with early and mid-to-late career teachers which addressed four dimensions of impact on teacher well-being: (i) job/professional resources, (ii) job/professional demands, (iii) school culture, and (iv) social, cultural, and political challenges. Examination of the data indicates that both novice and experienced teachers rely significantly on accessible resources like mentorship, professional learning communities, increased autonomy, and interpersonal connections, which contribute positively to their overall well-being. However, challenges such as time constraints, administrative responsibilities, toxic school environments, and larger systemic issues exert detrimental effects on teachers' well-being. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00131911 |
| DOI: | 10.1080/00131911.2024.2409321 |
