Date of Award

Spring 6-1-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Brad Balch

Second Advisor

Bobbie Jo Monahan

Third Advisor

Tonya Balch

Abstract

The purpose of this phenomenological qualitative study was to understand the lived experiences of teachers who embodied a sense of professional well-being while in the workplace. The teachers who participated in this study self-identified as embodying the phenomenon and participated in one semi-structured, recorded interview lasting no longer than one hour, and were asked to respond to two journal prompts. This study answers one primary question and addresses two secondary questions: 1. Primary question: What experiences in the workplace contribute to a teacher’s sense of well-being? 2. Secondary questions: A) What current experience has contributed to your sense of well-being? Please describe it and your reaction to it. B) What current experience has diminished your sense of well-being? Please describe it and your reaction to it. The study provided insight about teacher experiences that attributed to increasing or diminishing their sense of professional well-being. Two themes emerged and two subthemes from all six participants in the study. The themes include: 1. Theme – Invisible Fields of Influence Are Apparent Through Their Effects 1a. Engaging Students is a Professional Responsibility and Creates Meaning in the Workplace 1b. The Celebration of Teacher Successes Promotes a Sense of Professionalism and Positive Culture 2. Theme – A Work/Life Balance Contributes to Teacher Well-Being The findings of this study may help guide future inquiry by positioning teacher wellbeing within a framework of positive experiences rather than the deficit mindset of teacher burnout. By considering teacher well-being from a wealth perspective, highereducation leadership programming, professional development for K-12 district and building leaders, and district policies, processes, and procedures may be more specifically informed.

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