Murray State Theses and Dissertations

Abstract

Teacher wellbeing is a complex construct influenced by individual psychological resources, professional relationships, and broader systemic and policy contexts within public-school settings. This study examines the three core domains that are critical to understanding teacher wellbeing: the role of professional relationships in emotional support and job satisfaction; the effectiveness and limitations of wellbeing programs; and the impact of structural factors such as workload and accountability systems. Additionally, the study explores internal competencies such as self-efficacy, emotional regulation, and resilience as protective factors that help mitigate occupational stress and enhance professional engagement. Guided by a holistic conceptual framework, this research seeks to deepen understanding of how both individual and systemic dimensions shape the lived experiences of teachers in public-schools. The findings aim to inform policy and practice by identifying conditions that support sustainable professional wellbeing, thereby contributing to improved teacher retention, enhanced instructional quality, and healthier educational communities. Ultimately, advancing teacher wellbeing is essential for both educator retention and the overall success of educational communities.

Year manuscript completed

2026

Year degree awarded

2026

Author's Keywords

teacher wellbeing, professional relationships, occupational stress, self-efficacy, resilience, public-schools

Degree Awarded

Doctor of Education

Department

Educational Studies, Leadership and Counseling

College/School

College of Education & Human Services

Dissertation Committee Chair

Dr. Teresa Clark

Committee Member

Dr. Melissa Chapman

Committee Member

Dr. Landon Clark

Document Type

Dissertation - Murray State Access only

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