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Exploring occupational well-being of primary
school teachers in educational quality
Explorando el bienestar ocupacional de los
docentes de primaria en la calidad educativa
Abstract
Background: Teacher occupational well-being plays a central role in educational quality, teacher eectiveness, and student achie-
vement. Although research has underscored its multidimensional nature, comprehensive and culturally relevant instruments re-
main scarce, particularly in developing countries.
Objective: This study aimed to identify and classify the components of occupational well-being among primary school teachers as
an initial step toward developing a validated, context-responsive measurement tool.
Methods: A qualitative phenomenological design was adopted. Semi-structured interviews were conducted with 24 primary school
teachers (≥5 years’ experience) and 10 experts in elementary education from ve districts in Tehran. Data were collected over a
six-month period and analysed using Colaizzi’s (1978) seven-step method, supported by MAXQDA software. Sampling continued
until data saturation was achieved.
Results: Analysis produced seven overarching themes and 23 subthemes representing the multidimensional nature of occupational
well-being: (1) educational factors; (2) economic conditions; (3) social status and public representation; (4) physical and mental
health; (5) organizational practices; (6) job security and stability; and (7) family-related issues.
Conclusion: The ndings provide an empirically grounded framework that reects the socio-cultural realities of teachers working
in resource-constrained contexts. This framework oers a foundation for the development of a psychometrically robust question-
naire and can inform policy interventions aimed at improving teacher support, retention, and educational quality.
Keywords: Teacher occupational well-being; phenomenological study; primary education; qualitative research.
Resumen
Antecedentes: El bienestar ocupacional docente desempeña un papel fundamental en la calidad educativa, la ecacia del profesorado
y el rendimiento estudiantil. Aunque la literatura internacional ha destacado su naturaleza multidimensional, aún existen pocas
herramientas de medición que sean integrales y culturalmente pertinentes, especialmente en países en desarrollo como Irán.
Objetivo: Este estudio tuvo como propósito identicar y clasicar los componentes del bienestar ocupacional en docentes de educación
primaria, como paso inicial para el desarrollo de un instrumento de medición válido y contextualizado.
Métodos: Se adoptó un diseño cualitativo fenomenológico. Se realizaron entrevistas semiestructuradas con 24 docentes de educación
primaria (≥5 años de experiencia) y 10 expertos en educación básica de cinco distritos de Teherán. Los datos se recolectaron durante
seis meses y se analizaron mediante el método de siete pasos de Colaizzi (1978), con apoyo del software MAXQDA. El muestreo se
prolongó hasta alcanzar la saturación teórica.
Resultados: El análisis produjo siete temas principales y 23 subtemas que reejan la naturaleza multidimensional del bienestar
ocupacional: (1) factores educativos; (2) condiciones económicas; (3) estatus social y representación pública; (4) salud física y mental;
(5) prácticas organizacionales; (6) seguridad y estabilidad laboral; y (7) aspectos familiares.
Conclusiones: Los hallazgos proporcionan un marco conceptual empíricamente fundamentado que reeja las realidades socioculturales
de los docentes en contextos con recursos limitados. Este marco constituye una base para el desarrollo de un instrumento psicométrico
robusto y puede orientar políticas destinadas a mejorar el apoyo docente, la retención del profesorado y la calidad educativa.
Palabras clave: Bienestar ocupacional docente; educación primaria; estudio fenomenológico; investigación cualitativa.
Recibido: 02 de octubre 2025
Aceptado: 02 de febrero 2026
Mozhdeh Asadi Ghahnavieh
*1
; Amin Baratian
2
1 Department of Curriculum Development & Instruction Methods, Faculty of Psychology and Education, University of Tehran, Tehran,
Iran; article.asadi@gmail.com; https://orcid.org/0009-0003-6025-4002
2 Department of Educational Counseling, Ferdowsi University of Mashhad, Borujen, Iran; aminbaratian@mail.um.ac.ir; https://orcid.
org/0000-0001-8806-943X
*Corresponding author
Revista Ciencia UNEMI
Vol. 19, N° 51, Mayo-Agosto 2026, pp. 93 - 101
ISSN 1390-4272 Impreso
ISSN 2528-7737 Electrónico
https://doi.org/10.29076/issn.2528-7737vol19iss51.2026pp93-101p
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I. INTRODUCTION
Teachers are the backbone of any educational
system, and their psychological and physical well-
being is directly linked to instructional quality and
student outcomes (OECD, 2020; Dreer, 2023).
Research has shown that teachers with high levels
of well-being demonstrate greater resilience,
motivation, and job satisfaction (Dreer, 2023; Wang
et al., 2024). Conversely, low occupational well-being
is associated with emotional exhaustion, reduced
organizational commitment, and somatic complaints
(Belcastro, 1982; Dreer, 2023). Teacher well-being
is widely conceptualized as a multidimensional
construct encompassing psychological, physical,
social, and cognitive domains.
Research has demonstrated that these
dimensions are closely linked to instructional
quality, student outcomes, teacher attrition, and
broader policy contexts (OECD, 2020; Granziera et
al., 2023). Recent reviews highlight that teacher well-
being is shaped by a combination of individual and
organizational antecedents, including workload, class
size, leadership practices, and access to professional
development.
These factors have been shown to inuence
classroom processes, turnover intentions, and
ultimately student learning outcomes (Aziku et al.,
2024; Nwoko et al., 2024). Contemporary empirical
work also shows dynamic changes in teachers’
well-being across a term and its associations with
relatedness, job demands, and resources (Collie,
2023). Nonetheless, validated and context-
responsive measures of teacher occupational well-
being remain scarce, particularly for primary school
teachers in non-Western settings such as Iran.
Educational, economic, and societal conditions
in Iran dier substantially from those in Europe and
North America, limiting the applicability of existing
instruments.
This gap justies the use of a qualitative,
phenomenological approach to ground measurement
development in teachers’ lived experiences. While
international studies have addressed various
dimensions of teacher well-being—psychological,
social, emotional, and physical (Hascher & Waber,
2021; Kurrle, Klusmann & Raufelder, 2025), little
attention has been paid to the specic challenges
faced by teachers in Iran and other developing
countries. There is no validated instrument capturing
the multidimensional nature of primary school
teachers’ occupational well-being in Iran, where
teachers face high levels of stress due to economic
pressures, large class sizes, and limited professional
development opportunities. This study presents
a novel contribution by identifying the specic
components of occupational well-being for Iranian
primary school teachers. This framework not only
advances the understanding of teacher well-being
but also provides a context-specic instrument that
could be adapted to other regions with similar socio-
economic challenges, such as Latin America. Given
the pivotal role of elementary education in shaping
children’s cognitive and social development, and the
high levels of stress reported by Iranian teachers,
identifying the components of their occupational
well-being is an urgent priority. Furthermore, many
of the challenges identied in the Iranian context—
such as economic constraints, large class sizes, and
limited institutional support—are also reported in
several Latin American countries.
As such, examining teachers’ occupational well-
being in Iran can generate context-sensitive insights
that may be informative for other educational
systems facing similar socio-economic conditions.
The study of Iranian teachers’ well-being is not
only essential for improving their working conditions
but also contributes to the global conversation about
the importance of teacher support in enhancing
educational outcomes. This study reports the
qualitative phase of a larger mixed-methods project
aimed at constructing and validating an occupational
well-being questionnaire for primary school teachers.
The qualitative phase was designed to explore
teachers’ lived experiences and expert perspectives
to identify the main and subcomponents of
occupational well-being. Importantly, the scope and
focus of the study align with the scientic mission
of Ciencia UNEMI, which prioritizes research that
advances educational quality and supports evidence-
based policy development. The ndings provide
practical implications for policymakers, particularly
in developing countries, where challenges such
as economic instability, large class sizes, and
limited professional development opportunities are
prevalent.
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Asadi. Exploring occupational well-being of primary school
II. MATERIAL AND METHODS
Design
A qualitative phenomenological approach was
adopted to explore primary school teachers’ lived
experiences of occupational well-being and to
generate an empirically grounded framework to
inform subsequent instrument development. This
approach was chosen because it facilitates an in-depth
understanding of participants’ subjective meanings
and contextual realities prior to quantitative
operationalization (Neubauer et al., 2019; Alhazmi &
Kaufmann, 2022).
Participants and Sampling
Participants included 24 primary school teachers
(19 female, 5 male) with a minimum of ve years of
teaching experience and 10 experts in elementary
education with at least 20 years of professional
experience. Teachers were eligible to participate
if they: (a) were currently employed in a primary
school; (b) had at least ve years of teaching
experience; and (c) were willing to discuss their
experiences of occupational well-being. Experts
were selected based on their extensive professional
experience, familiarity with national curriculum
policies, and involvement in teacher training or
educational consultancy. Participants were recruited
from ve districts in Tehran (1, 2, 6, 14, and 19) using
purposive criterion sampling to capture variation in
socio-economic conditions, resource availability, and
cultural context. Sampling and preliminary analysis
occurred concurrently. Theoretical saturation was
reached when no new codes, categories, or meaningful
variations emerged in the nal interviews, indicating
that additional data would not generate further
conceptual insights.
Experts were interviewed to provide contextual
and pedagogical perspectives and contributed
to validating the relevance and completeness of
emerging categories during analysis. Participant
characteristics are presented in Table 1.
Participant (ID) Gender Years of teaching experience Education level Grade taught
1 Female 25 Master’s Grade 1
2 Female 12 Bachelor’s Grade 6
3 Female 10 Associate Grade 3
4 Male 15 Bachelor’s Grade 2
5 Female 25 Bachelor’s Grade 4
6 Female 8 Bachelor’s Grade 6
7 Male 22 Bachelor’s Grade 5
8 Female 22 Diploma Grade 3
9 Female 11 Master’s Grade 1
10 Female 10 Master’s Grade 6
11 Male 8 Bachelor’s Grade 4
12 Male 10 Diploma Grade 2
13 Female 14 Bachelor’s Grade 6
14 Female 15 Bachelor’s Grade 1
15 Female 9 Master’s Grade 5
16 Female 28 Bachelor’s Grade 3
17 Male 11 Bachelor’s Grade 2
18 Female 17 Master’s Grade 3
19 Female 5 Bachelor’s Grade 1
20 Male 16 Diploma Grade 5
21 Female 19 Master’s Grade 3
22 Female 7 Bachelor’s Grade 1
23 Female 6 Master’s Grade 3
24 Female 12 Bachelor’s Grade 1
Table 1. Participant characteristics
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Data Collection
Data were collected over a six-month period
through semi-structured interviews lasting
approximately 30–45 minutes, conducted face-
to-face, by phone, or through online platforms,
depending on participants’ availability and
preference. Interviews began with broad, open-
ended questions such as:
“What does teacher well-being mean to you?”
“Which factors most inuence your occupational
well-being?”
“What strategies do you think could improve
teachers’ well-being?”
Probing questions were used to encourage
elaboration and capture deeper meanings. All
interviews were audio-recorded with consent and
transcribed verbatim. Data collection and analysis
occurred simultaneously to monitor emerging
trends. Saturation was conrmed when the nal
three interviews yielded no new codes or themes,
suggesting conceptual redundancy and stability in
the emerging framework.
Data Analysis
Transcripts were analysed using Colaizzi’s (1978)
seven-step method: (1) reading and re-reading
transcripts; (2) extracting signicant statements;
(3) formulating meanings; (4) clustering themes; (5)
developing an exhaustive description; (6) producing
the fundamental structure; and (7) validating ndings
by returning to participants. Coding and theme
development were supported by MAXQDA software.
Credibility and dependability were enhanced through
member checking, peer debrieng and maintaining
an audit trail.
Data were analysed using Colaizzi’s (1978) seven-
step phenomenological method. First, transcripts
were read repeatedly to ensure immersion,
followed by the extraction of signicant statements
representing participants’ experiences. Meanings
were inductively formulated from these statements
and organized into conceptually related codes.
Coding and theme development were conducted
in MAXQDA using an iterative, inductive approach.
Initial open codes were generated from participants’
language and contextual descriptions. These codes
were grouped into higher-order categories based on
conceptual similarity and rened into subthemes and
overarching themes through constant comparison.
Coding criteria and category denitions were
documented and revised throughout the process to
ensure conceptual clarity and consistency.
To enhance methodological rigor, several
strategies were implemented. Investigator
triangulation was achieved by having two researchers
independently code a subset of transcripts, with
discrepancies resolved through discussion and
consensus. Member checking was conducted by
sharing preliminary themes with participants to
verify interpretive accuracy. Additionally, peer
debrieng and an audit trail were used to document
analytic decisions, enhance conrmability, and
support replicability.
Analysis continued until stable thematic patterns
emerged, resulting in a coherent framework that
reected teachers’ lived experiences and contextual
challenges.
Ethical Considerations
The study received permission from the Tehran
Education Department. All participants provided
informed consent and were assured of condentiality,
anonymity, and the voluntary nature of participation.
Participants were informed of their right to withdraw
at any stage without consequence.
III. RESULTS
Analysis yielded seven main themes with 23
subthemes reecting the multidimensional nature
of occupational well-being among primary school
teachers.
Beyond listing the themes, the analysis revealed
how these components interact to shape teachers’
lived experiences. Educational, economic, and
organizational pressures were not isolated factors
but formed mutually reinforcing patterns that
intensied stress and reduced well-being. These
interconnections provide a deeper understanding
of the systemic nature of occupational well-being in
primary education.
Figure 1 illustrates the overall model of teachers’
occupational well-being, showing the seven main
components identied in the qualitative phase.
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Asadi. Exploring occupational well-being of primary school
Figure 1. Model of Teachers’ Occupational Well-Being
Thematic analysis produced seven main themes,
each with several subthemes. Table 2 presents
the main themes, subthemes, and representative
categories illustrating teachers’ occupational well-
being.
Main Theme Subtheme Key Categories / Examples
Education Volume of educational content Mismatch between content and time
Facilities and educational space Inadequate facilities; Unsafe classrooms
Number and arrangement of students Overcrowded classes; Poor student evaluation;
Aggressive students
Colleague relations Lack of trust and collegiality
Teacher’s role Teacher as manager/advisor
Economic Income Low income; Ination gap; Financial worries
Insurance and housing High housing costs; Incomplete insurance
Social Teachers' status and position Low social value; Negative portrayal in media
Mass media inuence Misrepresentation of teachers’ role in society
Health Mental health Stress; Insomnia; Mental preoccupations
Physical health Neck pain; Long periods of writing
Organizational Further education support Professional growth opportunities; Modern teaching
methods
In-service training classes Quality and timing of classes
Creativity workshops Innovative teaching
Inecient evaluation system Bureaucracy; Subjective grading
Managerial interference Lack of decision-making power; Managerial imposition
Appropriate feedback Reward and recognition; Motivation improvement
Teacher’s authority in parents’ view Parental pressure; Lack of managerial support
Job stability Job loss Temporary contracts; Unfullled promises
Fear of job change Transfer threats
Family issues Work–life balance Limited time with family; Long commuting distances
Table 2. Main Themes, Subthemes, and Key Categories of Teachers’ Occupational Well-Being
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Figure 2. Thematic tree of teachers’ occupational well-being derived from qualitative analysis.
Figure 2 further illustrates the hierarchical
structure of the main themes, subthemes, and codes
1. Educational Factors
Teachers highlighted several constraints within
the teaching–learning environment. Excessive
curriculum load and administrative paperwork
limited opportunities for meaningful instruction
(“With a 4-hour shift and 35 students, I spend more
time silencing the class than teaching” – Teacher
12). Inadequate facilities, such as unsafe classrooms
and lack of modern equipment, further impaired
instructional quality. Large class sizes (35–40
students) hindered assessment and classroom
management, while behavioural challenges
and strained collegial relationships contributed
additional stress. Many teachers reported assuming
multiple informal roles—including social worker—
without institutional support. These ndings indicate
that educational pressures collectively restricted
teachers’ autonomy, reduced instructional quality,
and generated cumulative strain that shaped daily
professional experiences.
2. Economic Factors
Financial strain emerged as one of the most
inuential determinants of well-being. Many
teachers described a pronounced mismatch
between income and workload (“With this salary
you can barely survive” – Teacher 2). High housing
costs and inadequate supplementary insurance
intensied nancial insecurity (“Even with 34
identied in the thematic analysis.
years of service some teachers still rent” – Teacher
8). Economic pressures extended beyond material
hardship, inuencing teachers’ motivation, sense of
professional worth, and long-term retention within
the system.
3. Social Status
Participants emphasized the impact of societal
perceptions on their professional identity. Teachers
felt undervalued by parents and administrators
(“Parents’ opinions are prioritised over ours” –
Teacher 6). Media portrayals often depicted teachers
negatively, reinforcing stereotypes and diminishing
public respect. Low social status interacted with
organizational and economic pressures, weakening
teachers’ sense of recognition and reducing their
emotional resilience in the workplace.
4. Health
Teachers described well-being as inseparable
from physical and mental health. Long periods of
writing and speaking contributed to musculoskeletal
problems (“Many experienced teachers develop
arthritis in neck and hands” – Teacher 5). Financial
stress and excessive workload triggered anxiety,
rumination, and disrupted sleep (“I’m constantly
worried; I can’t sleep” – Teacher 2). Health challenges
reected the cumulative eects of organizational
conditions, demonstrating how physical and
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Asadi. Exploring occupational well-being of primary school
psychological strain reinforced broader patterns of
occupational stress.
5. Organizational Factors
Internal policies and managerial practices
signicantly shaped teachers’ experiences.
Participants reported insucient opportunities
for professional development, low-quality training
sessions, and limited support for further education.
Performance evaluations were often perceived as
subjective and lacking transparency (“Managers
impose their personal opinions” – Teacher 16).
Teachers also felt their authority was undermined by
parental interference and inconsistent administrative
backing. These patterns highlight the importance
of organizational culture and leadership in shaping
teachers’ sense of fairness, professional growth, and
control over their work.
6. Job Security and Stability
Employment instability was a persistent concern,
particularly for teachers who had not transitioned
to permanent posts despite years of service (“Every
protest brings threats of transfer” – Teacher 11).
Fear of retaliation and uncertainty about future
placement created constant anxiety and discouraged
open communication. Job insecurity undermined
long-term commitment and trust in the educational
system, functioning as a core structural stressor.
7. Family and Personal Issues
Work–life balance emerged as a major challenge.
Teachers described heavy workloads that left little
time or energy for family responsibilities (“I’m so
exhausted I can’t take care of my family” – Teacher
14). Long commutes contributed to fatigue, while
limited childcare options created additional stress
for teachers with young children (“Leaving my child
at a faraway kindergarten is hard for both of us” –
Teacher 20).
These experiences illustrate how occupational
demands spill over into personal life, highlighting
the porous boundary between professional
responsibilities and family well-being.
IV. DISCUSSION
This study provides a comprehensive, empirically
grounded framework of occupational well-being
among Iranian primary school teachers. While the
seven identied themes resonate with established
international models of teacher well-being—such as
Ry’s (1989) psychological well-being framework
and McCallum and Price’s (2010) multidimensional
model—the ndings also reveal context-specic
dynamics that are less visible in studies conducted
in high-income educational systems. In particular,
economic insecurity, housing instability, and negative
media portrayals emerged as central determinants
shaping teachers’ lived experiences.
From a comparative perspective, the prominence
of economic strain in this study aligns with
international evidence linking nancial insecurity to
reduced teacher motivation and retention (OECD,
2020; Dreer, 2023). However, unlike many studies
from Western contexts where workload or autonomy
are often the dominant stressors, nancial pressure
in the Iranian context functioned as a structural
condition that permeated multiple domains of well-
being. This nding suggests that teacher well-being in
resource-constrained systems may be more strongly
shaped by macroeconomic and labor conditions than
by individual or school-level factors alone.
Theoretically, these ndings extend existing
models of teacher well-being by emphasizing the
interaction between individual, organizational,
and socio-economic dimensions. While prevailing
frameworks often conceptualize well-being primarily
at the psychological or organizational level, the
present study highlights the need to incorporate
broader structural and societal conditions—such
as employment security and public valuation of
the teaching profession—into theoretical accounts
of occupational well-being. In this sense, the study
contributes a context-sensitive perspective that
complements and renes dominant Western-centric
models.
The results also carry important implications
for educational policy and practice. Consistent with
critiques of neoliberal approaches to educational
reform (Acton & Glasgow, 2015), the ndings suggest
that interventions focused solely on enhancing
individual resilience or coping skills are unlikely to
produce sustainable improvements in teacher well-
being. Instead, eective policy responses should
prioritize structural reforms, including reducing
class sizes, addressing income insecurity, improving
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housing and insurance support, and ensuring
transparent and fair evaluation systems. Without
such systemic changes, eorts to improve well-being
risk placing responsibility on individual teachers
rather than addressing the conditions that generate
occupational stress.
Although grounded in the Iranian educational
context, the ndings have relevance for other
developing and middle-income countries, particularly
in regions such as Latin America where teachers face
similar economic constraints, large class sizes, and
limited institutional support. Nevertheless, caution
is warranted in transferring these results to contexts
with dierent labor regulations or welfare systems.
Future research could examine the applicability of
the proposed framework across diverse educational
settings and explore how policy environments
moderate the relationship between structural
conditions and teacher well-being.
Finally, the qualitative insights generated in this
phase informed the development of a subsequent
quantitative instrument, ensuring strong content
validity by grounding measurement items in teachers’
lived experiences. Together, these ndings provide
a foundation for both theory-driven research and
evidence-based policy aimed at improving teacher
well-being and educational quality.
V. CONCLUSION
This study employed a phenomenological
approach to explore teachers’ and experts’ lived
experiences of occupational well-being and
identied seven interconnected components and 23
subcomponents shaping primary school teachers’
professional lives in Iran. These ndings conrm the
multidimensional nature of teacher well-being and
highlight the inuence of educational, organizational,
economic, and social conditions.
From a theoretical perspective, the study extends
existing models of teacher well-being by incorporating
context-specic structural and societal factors that
are often underrepresented in dominant frameworks.
The proposed conceptual model emphasizes the
interaction between individual experiences and
broader institutional and socio-economic conditions,
oering a more comprehensive understanding of
occupational well-being in resource-constrained
educational settings.
Methodologically, this research demonstrates the
value of phenomenological inquiry as a foundation
for measurement development. By grounding the
framework in qualitative evidence derived from both
teachers and experts, the study provides a robust
empirical basis for the subsequent construction and
validation of a context-sensitive occupational well-
being questionnaire.
In practical terms, the ndings underscore the
need for policy and organizational interventions
that move beyond individual-level solutions and
address systemic determinants of teacher well-being,
including workload, job security, income stability,
and organizational support. Future research may
examine the applicability of this framework in other
educational contexts and evaluate its utility for
informing policy reforms aimed at improving teacher
support, retention, and educational quality.
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