What does this research mean for the field?

Teacher wellbeing is relationally sustained and institutionally constrained by organizational conditions, leadership practices, and workload expectations, rather than being solely an individual responsibility or resilience capacity. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.CHALLENGES_CONSENSUS.

What question did this study set out to answer?

To examine how teacher wellbeing is produced, constrained, and negotiated through leadership practices, workload expectations, and institutional demands rather than framed solely as an individual responsibility.

August 30, 2026Teachers and TeachingOpen Access

Stalling, rolling back, and finding first gear: a critical autoethnography of teacher wellbeing

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Authors

PFPaul Faci

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Overview

Critical autoethnographic analysis reveals that institutional demands and leadership practices shape educator wellbeing, suggesting a need for systemic reforms beyond individual resilience...

Key Points

To examine how teacher wellbeing is produced, constrained, and negotiated through leadership practices, workload expectations, and institutional demands rather than framed solely as an individual responsibility.
Conducted a critical autoethnographic analysis drawing reflexively on lived professional teaching experiences across Australia and the United Kingdom.
Interpreted personal and organizational experiences through the theoretical lenses of Job Demands–Resources Theory, social–ecological perspectives, and critical theory.
Identified meaningful work and supportive school leadership as vital organizational resources that actively sustain teacher wellbeing.
Observed that chronic workload, performative accountability, and constrained professional dialogue systematically erode educator wellbeing over time.
Demonstrated that school leadership practices function dualistically to both buffer and reproduce structural institutional pressures.

Cite This Study

Paul Faci (2026) studied this question.

synapsesocial.com/papers/6a93f00a6c1a8fb52e79c09b https://doi.org/10.1080/13540602.2026.2725131

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August 30, 2026Teachers and TeachingOpen Access

Stalling, rolling back, and finding first gear: a critical autoethnography of teacher wellbeing

View Full Paper

Ask AI

Bookmark

Authors

PFPaul Faci

Discussion

Member takes

Overview

Critical autoethnographic analysis reveals that institutional demands and leadership practices shape educator wellbeing, suggesting a need for systemic reforms beyond individual resilience...

Key Points

To examine how teacher wellbeing is produced, constrained, and negotiated through leadership practices, workload expectations, and institutional demands rather than framed solely as an individual responsibility.
Conducted a critical autoethnographic analysis drawing reflexively on lived professional teaching experiences across Australia and the United Kingdom.
Interpreted personal and organizational experiences through the theoretical lenses of Job Demands–Resources Theory, social–ecological perspectives, and critical theory.
Identified meaningful work and supportive school leadership as vital organizational resources that actively sustain teacher wellbeing.
Observed that chronic workload, performative accountability, and constrained professional dialogue systematically erode educator wellbeing over time.
Demonstrated that school leadership practices function dualistically to both buffer and reproduce structural institutional pressures.

Cite This Study

Paul Faci (2026) studied this question.

synapsesocial.com/papers/6a93f00a6c1a8fb52e79c09b https://doi.org/10.1080/13540602.2026.2725131

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