Barriers to and Facilitators for Teachers' Wellbeing
Cassandra A Gearhart1, Madison Blaydes1, Christopher J McCarthy1
1Department of Educational Psychology, The University of Texas at Austin, Austin, TX, United States.
Teacher stress impacts wellbeing and retention. Addressing personal barriers and environmental factors, alongside improved campus resources, is key to effective stress management and supporting educators.
Area of Science:
- Education
- Psychology
- Occupational Health
Background:
- Teaching is a high-stress profession linked to burnout and turnover.
- Teacher wellbeing initiatives often underutilize interventions with small effect sizes.
- Limited research exists on teachers' informal stress management and resource needs.
Purpose of the Study:
- To explore barriers and facilitators to teachers' engagement in stress management interventions.
- To identify desired resources for supporting teacher wellbeing.
- To examine these factors across socioecological levels.
Main Methods:
- Qualitative study involving 32 teachers in four focus groups.
- Inductive thematic analysis to identify key themes.
- Exploration of personal, environmental, and systemic factors.
Main Results:
- Common barriers included personal guilt and environmental mixed messages about self-care.
- Teachers desired improved campus resources, such as scheduled destress opportunities.
- Recommendations focused on supportive messaging, removing logistical barriers, and enhancing community connection.
Conclusions:
- Supporting teacher wellbeing requires addressing individual, environmental, and systemic factors.
- Enhanced access to and utilization of stress management resources are crucial.
- Fostering a supportive campus culture is vital for teacher retention and mental health.
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