Affiliation:
1. Duke University Center for Health Policy & Inequalities Research Durham North Carolina USA
2. Duke Global Health Institute Duke University Durham North Carolina USA
3. Institute of Arts and Sciences Government College University Faisalabad Chiniot Punjab Pakistan
4. ACE Africa Kenya Bungoma Western Kenya
5. Development for Cambodian Children Battambang Cambodia
6. World Innovation Summit for Education, Qatar Foundation Doha Qatar
7. Duke University Sanford School of Public Policy Durham North Carolina USA
Abstract
AbstractThe study of teacher well‐being is critically important. However, teacher well‐being studies are lacking in Africa, Asia, and the Middle East, and also generally in low‐income countries. This exploratory case study sought to identify teachers' perceptions of work‐related characteristics and personal practices associated with well‐being and burnout in three underrepresented, diverse sites: Battambang, Cambodia; Bungoma, Kenya; and Doha, Qatar. Ninety teachers participated in in‐depth interviews (Qatar N = 21, Cambodia N = 33, Kenya N = 36), as well as 16 principals and 11 policymakers. Qualitative analysis was conducted using data‐driven, emergent codes. Findings revealed that teachers attributed remarkably similar processes and key components to their well‐being (e.g., engagement school‐wide or district‐wide, schools attending to teachers' personal needs) and burnout (e.g., administrative burden, student misbehavior) across all three sites, with a few notable differences worthy of future follow‐up. Few teachers could name any well‐being programs at their school.
Subject
Developmental and Educational Psychology,Education