Exploring occupational well-being of primary school teachers
DOI:
https://doi.org/10.29076/issn.2528-7737vol19iss51.2026pp93-101pKeywords:
Teacher occupational well-being, phenomenological study, primary education, qualitative researchAbstract
Teacher occupational well-being plays a central role in educational quality, teacher effectiveness, and student achievement. Although research has underscored its multidimensional nature, comprehensive and culturally relevant instruments remain scarce, particularly in developing countries.
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.
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 five 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.
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.
The findings provide an empirically grounded framework that reflects the socio-cultural realities of teachers working in resource-constrained contexts. This framework offers a foundation for the development of a psychometrically robust questionnaire and can inform policy interventions aimed at improving teacher support, retention, and educational quality
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