Applying a bioecological framework to understanding teacher wellness : lessons from the Covid-19 pandemic

The aim of this study was to enhance understanding of personal and systemic factors underlying teacher wellbeing. A social constructivist framework and Bronfenbrenner’s bioecological model of human development (1995) informed this study. I utilized self-reported data collected in two phases. Phase I involved 57 primary, elementary and secondary school teachers completing a questionnaire with background information and open-ended questions about personal and systemic factors affecting wellbeing. Phase II involved eight participants from Phase I completing a 60–90 minute follow-up interview. The interviews explored participants’ experiences regarding wellbeing related to their roles as teachers. Data collection and analysis addressed four research questions. Research Question 1 focused on in-person and contextual factors contributing to teacher wellbeing. Three core in-person factors emerged: identity, health, and development. Four contextual themes were identified: environmental context; structural stability; relational dynamics; and sociopolitical factors. Research Question 2 explored interactions between in-person and contextual factors. The primary finding was the theme of interconnectedness: the constant interaction and influence of in-person and contextual factors on each other. Research Question 3 assessed the impact of the COVID-19 pandemic on perceptions of wellness. Four themes emerged: personal wellness; decreased job satisfaction; burnout; and resilience. Finally, Research Question 4 asked what changes were needed within the education system to promote and sustain teacher wellbeing. Four themes emerged: enhancing leadership practices in schools; more effective inclusion and supports; enhancing teachers’ sense of value in the workplace; and responding to the needs of new teachers. Evidence for each theme is presented, along with participant experiences. Findings are discussed in terms of their implications for teacher wellness and their use to inform research, practice, and policy.