Interpretive policy analysis identifies individualised approaches to teacher well-being, impacting accountability and care dynamics.
Key Points
This article explores the representation of teacher well-being within international education policy discourse. It seeks to understand how this framing affects accountability and care.
Conducted an interpretive policy analysis using Bacchi's WPR approach and White's concept of well-being.
Analyzed influential educational texts to uncover how teacher well-being is constructed as a policy problem.
Examined governance technologies that impact perceptions and responsibilities regarding teacher well-being.
Teacher well-being is framed as an individual responsibility linked to resilience and self-management.
Governance technologies reinforce individual accountability while diluting systemic responsibility.
Presenteeism is highlighted as an analytical concept, suggesting unresolved harm despite stable institutional performance.