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Teacher well-being matters: an explorative study of early childhood teacher well-being, their experiences, and perspectives

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Teacher well-being matters: an explorative study of early childhood teacher well-being, their experiences, and perspectives

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Content Teacher Well-Being Matters: An Explorative Study of Early Childhood Teacher WellBeing, Their Experiences, and Perspectives
Brandi Johnson
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
May 2024

© Copyright by Brandi Monique Johnson 2024
All Rights Reserved

The Committee for Brandi Monique Johnson certifies the approval of this Dissertation.
David Cash
Yashama Thompson
Maria Ott, Committee Chair
Rossier School of Education
University of Southern California
2024

iv
Abstract
This study used self-efficacy theory to explain the concepts and relationships of well-being and
its direct alignment with self-efficacy, social and emotional competence, and social and
emotional learning skills. The purpose of this study was to explore early childhood teachers’
experiences and perspectives on well-being and provide insight into their beliefs and attitudes
regarding their well-being’s influence on key stakeholders. It also investigated the impact of
school and organizational climate on these teachers. This study examined participants’ wellbeing practices and their connection to self-efficacy and overall student outcomes. Twelve
participants completed a survey on how individual, external, and organizational factors impact
their well-being. They also engaged in interviews to share their perspectives on their well-being.
Survey data were used to triangulate themes in the interview data. The findings revealed themes
related to well-being, such as viewing collegial relationships as having a positive impact on wellbeing, a desire for increased support from the administration, and a belief that well-being affects
students’ well-being and school performance. This study offers practitioners additional insight
into self-reported factors that affect early childhood teacher well-being and how administrators’
use of wellness check-ins and tailored support for individual teachers can improve their wellbeing at work.

v
Dedication
To my family and friends, I could not have achieved this without your support and love.
To my son, thank you for your patience and understanding during this journey and for
unknowingly serving as my motivation always and in all things.

vi
Acknowledgments
Thank you to every faculty member at Rossier School of Education who played an
integral role in my professional learning and development over the course of my doctoral
journey. Thank you to my committee members for your guidance and feedback. Thank you to
my mentors for your professional advisement, unwavering support, and words of encouragement
as I move into my post-doctoral journey.

vii
Table of Contents
Abstract.......................................................................................................................................... iv
Dedication....................................................................................................................................... v
Acknowledgments.......................................................................................................................... vi
List of Tables .................................................................................................................................. x
List of Figures................................................................................................................................ xi
Chapter One: Overview of the Study.............................................................................................. 1
Background of the Problem ................................................................................................ 2
Statement of the Problem.................................................................................................... 3
Purpose of the Study ........................................................................................................... 4
Research Questions............................................................................................................. 4
Significance of Study.......................................................................................................... 5
Limitations and Delimitations of the Study........................................................................ 5
Definition of Terms............................................................................................................. 6
Organization of the Study ................................................................................................... 7
Chapter Two: Review of the Literature .......................................................................................... 9
Social-Emotional Competence, the Core of Social-Emotional Learning ........................... 9
Why the Well-Being of ECE Teachers Matter? ............................................................... 13
Promoting Teacher Well-Being ........................................................................................ 17
The Influence of Teacher Well-Being on School Organizations...................................... 20
Theoretical Framework..................................................................................................... 22
Conceptual Framework..................................................................................................... 23
Chapter Three: Methodology........................................................................................................ 26
Purpose of the Study ......................................................................................................... 26
Research Questions........................................................................................................... 26

viii
Selection of the Population ............................................................................................... 27
Design Summary............................................................................................................... 27
Methodology..................................................................................................................... 28
Instrumentation: Mixed Methods...................................................................................... 28
Data Collection ................................................................................................................. 29
Data Analysis.................................................................................................................... 31
Researcher......................................................................................................................... 31
Trustworthiness and Credibility........................................................................................ 32
Researcher Positionality.................................................................................................... 33
Summary........................................................................................................................... 33
Chapter Four: Results ................................................................................................................... 35
Participants........................................................................................................................ 35
Survey Results .................................................................................................................. 37
Research Question 1 Results............................................................................................. 39
Research Question 1 Discussion....................................................................................... 47
Research Question 2 Findings .......................................................................................... 48
Research Question 2 Discussion....................................................................................... 59
Self-Efficacy ..................................................................................................................... 60
Chapter Five: Recommendations.................................................................................................. 65
Discussion of Findings...................................................................................................... 65
Self-Efficacy ..................................................................................................................... 68
Limitations........................................................................................................................ 69
Implications for Practice ................................................................................................... 69
Recommendations for Future Research ............................................................................ 73
Conclusions....................................................................................................................... 76

ix
References..................................................................................................................................... 77
Appendix A: Recruitment Letter With a QR Code Linked to the Interest Form.......................... 88
Introduction Letter ............................................................................................................ 88
Recruitment Letter ............................................................................................................ 88
Appendix B: Informed Consent/Study Information Sheet............................................................ 90
Appendix C: Survey...................................................................................................................... 92
Introduction....................................................................................................................... 92
Closing .............................................................................................................................. 94
Appendix D: Interview Protocol................................................................................................... 95
Introduction....................................................................................................................... 95
Questions (With Transitions)............................................................................................ 96
Closing .............................................................................................................................. 97

x
List of Tables
Table 1 Research Questions and Data Collection Methods 30
Table 2 Interview Participants, Demographics, and Years of Teaching Experience 36
Table 3 Participants Responses, Theme 1: Prioritizing Self-Care to Improve Well-Being 40
Table 4 Participants Responses, Theme 2: Communication Is Important to Maintain WellBeing 41
Table 5 Participants Responses, Theme 3: Collegial Relationships and Support 46
Table 6 Participant Responses, Theme 1: Frustration With School and Organizational
Leadership 49
Table 7 Participant Responses, Theme 2: Increased Support From Administration 54
Table 8 Participant Responses, Theme 3: Teacher Well-Being Matters 56
Table 9 Self-Efficacy Interview Questions 61
Table A1 Study Interest Form 89
Table C1 Survey Items and CF alignment 93

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List of Figures
Figure 1 Conceptual Framework 25
Figure 2 Well-Being Survey, Data Reflects Questions 4–10 38
Figure 3 Well-Being Survey, Question 8 44
Figure 4 Well-Being Survey, Question 4 52
Figure 5 Well-Being Survey, Question 5 53
Figure 6 Well-Being Survey, Question 10 58
Figure 7 Well-Being Survey, Question 9 64
Figure 8 Cultural-Historical Activity Theory 72

1
Chapter One: Overview of the Study
In recent decades, there has been a spike in attention to the health and well-being of
educators (Hall-Kenyon et al., 2014; Hascher & Waber, 2021; Isbell & Miller, 2023; Kwon et
al., 2022; Zee & Koomen, 2016). Increased interest in teacher wellness coincides with reports
from the National Education Association (NEA) stating that 90% of teachers view burnout as a
severe issue (Walker, 2022). In recent years, but even more prevalent during the pandemic,
America experienced increased teacher shortages due to various factors, including burnout. Isbell
and Miller (2023) argued that there is a need for better support to develop teachers’ social and
emotional learning (SEL) skills to mitigate their roles’ stressors that lead to burnout. The NEA
recently responded to this crisis by outlining evidence-based, long-term solutions and strategies
to recruit and retain teachers (Walker, 2022). One recommendation was to improve teachers’
working conditions after a 2022 RAND survey found that their well-being was lower than that of
other working adults. While all educators’ well-being is essential, much research also
emphasized the need to better understand how to support early childhood educators’
psychological health, especially as a large part of their work caters to shaping children’s
developmental outcomes (Bullough, 2012; Hall-Kenyon et al., 2014; Kwon et al., 2022; Smith &
Lawrence, 2019; Wiltshire, 2022; Zinsser et al., 2016).
Additionally, most early childhood education (ECE) curricula integrate SEL interventions
(Blewitt et al., 2018) because of their role in human development (Collaborative for Academic,
Social, and Emotional Learning [CASEL], 2020). Therefore, the early childhood educators’
well-being must receive further attention as it can have negative implications for the young
children they care for and teach. In addition to influencing teachers’ attitudes toward students,
teacher wellness directly affects students’ learning (Jennings & Greenberg, 2009).

2
Background of the Problem
Some ECE studies have indicated concerns about teacher well-being, such as
compensation, education levels, satisfaction, stress, and working conditions (Hall-Kenyon et al.,
2014; Kwon et al., 2022). Since teachers have direct touchpoints with students, they also
influence the classroom’s tone and students’ well-being. While most research focuses on
implementing SEL in the classroom to promote students’ well-being and outcomes, there is a
need to support and promote early childhood (EC) teachers’ well-being because it influences
classroom dynamics and students (Hall-Kenyon et al., 2014; Kwon et al., 2021; Kwon et al.,
2022; Nicholson et al., 2019). Other research calls for developing teachers’ social and emotional
competence (SEC; Jennings & Greenberg, 2009), which can be taught and applied across
developmental stages from childhood to adulthood (CASEL, 2020). Under the umbrella term
“SEL” the CASEL 5 are five interrelated areas of competence, or competencies: self-awareness,
self-management, social awareness, relationship skills, and responsible decision-making
(CASEL, 2020). These competencies equip people with an understanding of their skills and
abilities and the ability to manage their emotions and behavior, communicate effectively,
negotiate conflict, care about others, and make responsible decisions (Kendziora & Yoder,
2016). Social and emotional learning is integral to human development (CASEL, 2020), and its
skills help build better citizens (Kendziora & Yoder, 2016). Since SEC is associated with wellbeing (Jennings & Greenberg, 2009), and SEL is a broader construct of SEC, prioritizing EC
teacher well-being benefits both teachers and students.
A review of 79 studies on curriculum-based SEL programs found that children exposed
to these interventions improved their SEC (Blewitt et al., 2018). Since SEL is an often integrated
part of ECE programs and curricula, there is a need to build ECE teachers’ capacity to manage

3
their mental health because they, intentionally or not, model SEL skills for students when
navigating daily stressful situations (Jones et al., 2013). Teachers cannot effectively teach these
skills to implement an SEL curriculum if they lack them. Therefore, this study sought insight
into EC teachers’ beliefs, experiences, and perspectives on their well-being, which impacts
school culture, student achievement, student-teacher relationships, and student SEL
development.
Statement of the Problem
Teacher well-being matters, and evidence supports the positive impact of a teacher’s
social and emotional health on students (Isbell & Miller, 2023; Jennings, 2015; Jones et al.,
2013; Smith & Lawrence, 2019). Studies explore the need for students to experience consistent
SEL programs and positive experiences during school hours (Allbright et al., 2019; Blewitt et al.,
2018; Immordino-Yang, 2018; Kendziora & Yoder, 2016), but these experiences are just as
meaningful for teachers who are responsible for creating environments that support these
experiences. Social and emotional competence is also associated with well-being (Jennings &
Greenberg, 2009). Blewitt et al. (2018) stated that “social-emotional competence in EC
influences long-term mental health and well-being” (p. 1). However, despite evidence proving
that strong SEL skills are important to human development at any stage (CASEL, 2020), scant
research explores developing and strengthening social and emotional competencies in EC
teachers working with grades pre-kindergarten four through third grade to support their overall
well-being.
Also, the field has yet to fully explore first-hand perspectives of ECE teachers’ wellbeing in schools and professional learning spaces, considering its connection to developing
students’ emotional, behavioral, and academic well-being (Jennings & Greenberg, 2009).

4
Instead, research focuses on developing teachers to implement SEL programming (Allbright et
al., 2019; Kendziora & Toder, 2016). Teachers’ psychological health amid adversities and
stressors is associated with higher teacher self-efficacy (TSE), higher job satisfaction, and
increased teacher performance, which is linked to student achievement and student motivation
(Burić & Kim, 2020; Jeon et al., 2017; Kumar et al., 2018; Zee & Koomen, 2016). While
teachers should implement effective SEL programming, especially in early childhood grades
because of the latter benefits, there is a need to support teachers’ well-being first.
Purpose of the Study
This study aimed to provide insight into the beliefs, experiences, and perspectives of ECE
teachers’ well-being, its influence on students, and the impact of school and organizational
climate. This research adds to the growing literature on ECE teachers’ well-being, highlighting
perspectives on factors that enhance or damage it. Early childhood education teachers work with
students who rely heavily on adult models for learning. Self-regulation and SEL development are
heavily emphasized during their impressionable age. Therefore, it is imperative to understand the
factors that influence their well-being because they can influence child development outcomes
due to the number of hours they spend with children in their classrooms (Kaynak, 2020).
Research Questions
This study addressed qualitative research questions. Early childhood teachers engaged in
interviews to understand their perspectives and provide first-hand accounts of their beliefs,
experiences, and practices related to well-being. The interviews gathered information about
strategies, attitudes, and beliefs about managing emotions and well-being through adversities.
Participants completed a survey to triangulate experiences and perspectives gathered from
interviews. This study addressed the following research questions:

5
1. How do teachers describe their beliefs, experiences, and practices for maintaining
their emotional well-being?
2. What are teachers’ attitudes and beliefs about how their emotional well-being affects
their ability to support students’ emotional well-being?
Significance of Study
This study contributes conceptually to the field of education by exploring the beliefs,
attitudes, experiences, and practices of early education teachers related to their well-being.
Exploring this topic is directly connected to the need to improve and support these teachers’
psychological health, social and emotional competencies, job satisfaction, performance, and
capacity to support students’ well-being, ultimately benefiting school performance, campus
culture, and student achievement.
Limitations and Delimitations of the Study
This study was limited to teachers’ self-reported attitudes, beliefs, and experiences about
their well-being. This study’s sample consisted of educators in a single city in a Southern state,
which does not make this study generalizable or the results transferable. Another limitation of
this study is participant bias or social desirability bias. The interviewees may have discussed
actions they aspire to take rather than what they actually do. Lastly, another limitation of this
study is the time allotted to conduct the interviews. This study’s delimitations were the teachers’
geographic region and the number of interviewees. The study focused on teachers living in a
single city in a Southern state in the United States.

6
Definition of Terms
• Burnout is a state of physical or emotional exhaustion that also involves a sense of
reduced accomplishment and loss of personal identity (Mayo Clinic Health System,
2022).
• Depersonalization is an altered state of self-awareness and identity that results in a
feeling of dissociation, or disconnection, from oneself, one’s surroundings, or both
(Sussex Publishers, n.d.).
• Emotional exhaustion is when stress accumulates from negative or challenging
events. People can find themselves feeling emotionally worn out and drained. This is
called emotional exhaustion. For most people, emotional exhaustion builds up over
time (Mayo Clinic Health System, 2022).
• Emotional well-being is the ability to produce positive emotions, moods, thoughts,
and feelings and adapt when confronted with adversity and stressful situations
(Melkonian, 2021).
• School culture is the basic assumptions, norms and values, and cultural artifacts that
school members share and which influence their functioning at school (Maslowski,
2001, pp. 8–9).
• Self-efficacy refers to people’s beliefs about their capabilities to learn or perform
actions at designated levels (Bandura, 1977a, 1977b, 1986, 1993, 1997).
• Social and emotional competence, as CASEL (2020) defined, addresses five broad
and interrelated areas of competence and highlights examples for each: selfawareness, self-management, social awareness, relationship skills, and responsible
decision-making.

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• Social-emotional learning, as CASEL (2020) defined, is the process through which
all young people and adults acquire and apply the knowledge, skills, and attitudes to
develop healthy identities, manage emotions and achieve personal and collective
goals, feel and show empathy for others, establish and maintain supportive
relationships, and make responsible and caring decisions.
• Teacher self-efficacy (TSE) is a teacher’s belief in their ability to teach their subject
matter and accomplish desired outcomes of student engagement and learning even
when teaching challenging students (Tschannen-Moran & Woolfolk Hoy, 2001).
• Welfare is the state of doing well, especially concerning good fortune, happiness,
well-being, or prosperity (Merriam-Webster, n.d.-a).
• Well-being is the state of being happy, healthy, or prosperous (Merriam-Webster,
n.d.-b).
• Wellness encompasses eight mutually interdependent dimensions: physical,
intellectual, emotional, social, spiritual, vocational, financial, and environmental.
Attention must be given to all the dimensions, as neglect of anyone over time will
adversely affect others and, ultimately, one’s health, well-being, and quality of life
(University of Maryland, n.d.).
Organization of the Study
This study is organized into five chapters. Chapter One provides an overview of the
study, introduces qualitative data on the need to prioritize ECE teachers’ well-being, and
includes definitions of terms used in this study. Chapter Two presents a literature review in the
following areas: SEL, why teacher well-being matters, the need to promote it, its impact on
organizations, and this study’s theoretical framework. Chapter Three describes the methodology

8
for this study and includes sample and population selection, survey questions, data collection,
and data analysis. Chapter Four is a report of the research findings. Chapter Five summarizes
findings, implications for practice, conclusions, and recommendations. References and
appendices are included in the back matter of this document.

9
Chapter Two: Review of the Literature
Airline flight attendants state that, in an emergency, oxygen masks will drop from the
overhead area and that one should place the mask over one’s face before assisting others. The
prior statement speaks of the importance, although regarding physical health, of taking care of
oneself first before one can help others. Supporting anyone professionally or personally is nearly
impossible when one struggles to manage mental health. Teacher preparation programs only
partially teach social-emotional learning, well-being practices, and coping strategies to manage
emotions and stress, often focusing on one or two components of the CASEL 5 (Isbell & Miller,
2023; Jennings & Greenberg, 2009). Therefore, some studies call for more professional
development and training for teachers in well-being (Isbell & Miller, 2023; Jennings, 2015;
Jones et al., 2013; Smith & Lawrence, 2019).
Lack of focus on well-being can lower TSE, especially when social-emotional
competencies are lacking, ultimately decreasing classroom effectiveness and leading to burnout
and attrition (Isbell & Miller, 2023; Jennings & Greenberg, 2009; Kwon et al., 2022). This
literature review will first explore SEL competencies and their impact on teachers’ effectiveness.
Second, it will address the connection between teachers’ well-being and its impact on students.
Third, it will review literature that discusses the positive impact of promoting teacher welfare.
Fourth, it will focus on how an ECE teacher’s well-being ultimately affects the organization.
Lastly, it will discuss the theoretical and conceptual framework used to analyze factors impacting
teacher well-being.
Social-Emotional Competence, the Core of Social-Emotional Learning
Social and emotional competencies are at the core of SEL and connect to teachers’
emotional well-being and effectiveness. Early childhood experiences lay the foundation for later

10
health, well-being, and learning (Center for the Study of Social Policy [CSSP], n.d.). When
children have consistent experiences with adults actively promoting SEC, they recognize their
and others’ emotions, view the world through others’ eyes, and think about appropriate and
inappropriate behavior (CSSP, n.d.). When ECE teachers are well, they have the power to
influence the well-being of ECE students, which can have positive implications for their
development, emotionally, socially, and academically.
CASEL Framework
The CASEL framework applies evidence-based SEL strategies in schools, communities,
or individual development. While some research calls for tailoring SEL programs to be more
culturally relevant, gender-aware, queer-friendly, or be tailored to academic disciplines
(Allbright et al., 2019; Kennedy, 2019; Mahfouz & Anthony-Stevens, 2020), when implemented
with fidelity, other research (Jones et al., 2018; Kendziora & Yoder, 2016) shows success with
SEL programming with students. The CASEL 5 can be taught and applied at various
developmental stages throughout childhood, adolescence, and adulthood (CASEL, 2020). These
broad and interrelated competencies are integral to human development, not just child
development. Actively and effectively developing these competencies can support all humans in
having better behavioral and social outcomes and, for students, better academic results.
Prioritizing the continued development of SEC, which is associated with teachers’ and
students’ well-being, can have lifelong effects (Jennings & Greenberg, 2009). Jones et al. (2015)
examined whether EC students’ social competence skills predicated key outcomes for
adolescents and adults 13 to 19 years later based on kindergarten teachers’ ratings. They found
an association of SEC in kindergarten with key young adult outcomes such as education,
employment, criminal activity, drug abuse, and psychological health. In an ongoing evaluation of

11
district-wide support of SEL implementation, Kendziora and Yoder (2016) noted the importance
of SEC given the demands and shifts toward more rigorous standards. They connected the need
for SEC development in students to support themselves by being aware of when they become
frustrated with complex academic content and how to regulate that frustration to persevere.
While these studies evidence that students’ SEL skills are important, those skills will only
improve if they have strong models to reinforce them (CSSP, n.d.) throughout the school day.
SEL Skills Are Mutually Beneficial for Students and Teachers
Learning and developing social and emotional skills are critical for educators and
mutually beneficial for teachers and students. Zinsser et al. (2016) reported that supporting
students’ and teachers’ social and emotional well-being should also be considered in light of
discussions about developing and retaining high-quality early childhood educators. The authors
noted that centers that adopted more support for SEL saw a decrease in depression among
teachers and an increase in teachers’ job satisfaction. Teachers felt more supported in managing
challenging student behaviors and viewed their workplace culture as more positive. While this
study sheds light on preschool teachers working in centers with students aged 3 and 4, it is worth
noting that developing SEC during EC years sets the foundation for future academic success
(Rakap et al., 2018), a task given to all early childhood educators (i.e., birth to age 8). Kendziora
and Yoder (2016) recommended that states, districts, and school leaders begin consistently
prioritizing SEL implementation in schools. However, educators need multiple opportunities to
develop SEL skills because they are vital to support students with these skills (Bachowski &
Brion, 2021; Jenning & Greenburg, 2019; Jones et al., 2013).
In a post-COVID-19 study, Bachowski and Brion (2021) indicated how educators used
strategies to maintain and manage their emotional health. They emphasized that school leaders

12
should focus on their teachers’ and staff members’ professional growth and their own SEL.
Social and emotional learning is a broader term used to encompass a range of competencies,
specifically the ones listed in the CASEL 5, that influence how humans interact with one
another, the relationships they build and maintain, and how they regulate their emotions and
behaviors when facing life stressors. For teachers, this could influence teacher-student
relationships, classroom management, the quality of their instruction, and teacher burnout (Jones
et al., 2013).
Social and Emotional Competence
Social and emotional competence (SEC) is associated with well-being (Jennings &
Greenberg, 2009). It enables teachers to maintain healthier relationships with their students,
manage their classrooms more effectively, and provide adequate student social and emotional
programs. Jones et al. (2013) suggested three ways SEL competencies influence students. The
first is the student-teacher relationship quality; teachers who remain calm and positive even
when facing challenging student behaviors will likely respond warmly and be empathetic to
students. Second, teachers intentionally or unintentionally model SEL skills by navigating daily
classroom stressors. Lastly, teachers’ SEL skills influence their ability to organize and manage
their classrooms. The authors also describe the negative impact that stress has on adults and their
interactions with children, how their ability to cope with stress affects how they model stress
management for students due to limited emotional regulation skills, and overall, how these
things, linked by the same term, “stress,” disrupts cognitive regulation processes (e.g., attention,
memory, and problem-solving).
Jennings and Greenberg (2009) proposed a model of a prosocial classroom where the
teacher’s SEC and well-being influenced the atmosphere of the classroom and student outcomes.

13
Several of this model’s components emphasize teachers’ SEC and well-being, which contribute
to positive student development outcomes, such as developing and maintaining supportive
teacher-student relationships, effective classroom management, and implementing SEL
programs. While there is a need for further research on SEC and its connection to how teachers
show up emotionally at work, the latter literature shows SEC’s role in the classroom.
When teachers have strong SEC, they can implement positive learning environments and
make the classroom a better place for learning. Through semi-structured interviews, Jennings
(2015) found that the CLASS domains, awareness, non-judge, and self-compassion, significantly
correlated with emotional support. According to the author, these factors may reflect the selfawareness and self-management competencies from CASEL 5, which are integral to creating and
maintaining an emotionally supportive classroom. Findings suggest that their social and
emotional characteristics may influence the quality of teachers and classrooms. Research also
proposes that SEC is context-dependent because the SEL competencies of the average adult are
not adequate to manage classroom demands, but they can develop through specific training
(Jennings & Greenberg, 2009). Supporting educators in improving classroom environments and
quality begins with supporting teachers in developing their SEC, thereby supporting their overall
well-being.
Why the Well-Being of ECE Teachers Matter?
Emotionally stable teachers can function effectively, creating positive, healthy classroom
cultures where all students can thrive. When teachers are emotionally exhausted yet remain in
the profession, they might maintain an oppressive classroom environment enforced by hostile
and sometimes harsh measures, indignantly performing at a substandard level (Jennings &
Greenberg, 2009). The influence that ECE teachers’ well-being requires addressing, given their

14
influence on children’s developmental outcomes as they provide quality learning experiences
and manage classroom demands for students at an impressionable age (Jeon et al., 2017; Kwon
et al., 2022). To ensure children’s long-term success, these teachers’ well-being must be a
priority, as they are instrumental in children’s development.
Self-Efficacy
The literature suggests that threats to EC teachers’ well-being can also lower their selfefficacy and increase their burnout rates. Self-efficacy, specifically work-related self-efficacy, is
vital in predicting human behavior, professional practice, and well-being (Reyhing & Perren,
2021; Zee & Koomen, 2016). In a review of 40 years of research related to TSE, Zee and
Koomen’s (2016) synthesized literature review resulted in them finding that there is a positive
association between TSE and academic adjustment, teacher behaviors, classroom quality, as well
as factors influencing teacher’s psychological well-being, such as personal achievement, job
satisfaction, and commitment. A longitudinal study of how EC educator self-efficacy changes or
remains stable over time found that educators with high self-efficacy are more satisfied with their
jobs than those with low self-efficacy (Reyhing & Perren, 2021). The authors reported that when
educators are unsatisfied with their jobs, they will expend less effort and be less committed,
hindering success and lowering self-efficacy. In addition, Herman et al. (2018) found that
teachers in high-stress, high-burnout, and low-coping classes were associated with the poorest
student outcomes. Self-efficacious teachers have better professional practices and overall wellbeing, directly benefiting students socially, emotionally, and academically.
While self-efficacy may be the foundation for human behavior, personal
accomplishments, and well-being, Hen and Goroshit (2016) found that TSE is only partially
associated with teachers’ ability to regulate their emotions and be empathetic toward students.

15
They also found that teachers who believe they can identify and regulate emotions can be
empathic toward students and that teaching self-efficacy beliefs only partially influences their
ability to be empathic. According to this research, teachers’ confidence in their ability to manage
their emotions can positively affect how they view and support their students emotionally and
socially.
Improve Teacher Well-Being to Alleviate Burnout
Much prior research has discussed burnout in teaching. Still, with the 2022 RAND survey
finding that teachers’ well-being was lower than that of other working adults, there is a need to
increase well-being in the teaching profession (Walker, 2022). Failure to do so will perpetuate
attrition rates, harming students because administrators struggle to replace high-quality teachers
(Atas, 2021). According to Dee and Goldhaber (2017), there is a concentration of teacher
shortages and teachers who lack teaching credentials in schools with higher populations of
minority students:
For example, in the school year 2015–16, school-level data from New York found that
the share of classes with a teacher lacking conventional certification is 6.5 percent.
However, in schools with few to no Black students, the rate is 2.5 percent, and in schools
with the highest concentrations of Black students, the rate is 13.2 percent. (p. 8)
As a result, students impacted most by teachers leaving are economically disadvantaged
students of color, with whom this country has already accrued a massive education debt (LadsonBillings, 2006).
More support, professional learning, and training need to be geared toward teachers’
social and emotional well-being to help them mitigate their profession’s daily stressors. Isbell
and Miller (2023) argued that for teachers to cope with stressors, reduce burnout, and improve

16
retention, their SEL support must happen throughout their professional lives. The authors
highlighted the pandemic’s impact on students’ social and emotional needs and teachers’
increased responsibility to care for them. Due to these demands, the authors called for school
districts and teacher preparation programs to better equip teachers to handle these responsibilities
emotionally in a way that protects their well-being and reduces their chances of professional
burnout. Managing stress, working toward teachers’ social and emotional needs, and caring for
their well-being is essential for teaching students, fostering their SEL, and alleviating teachers’
burnout.
The Ripple Effect
Teachers’ well-being matters because of the ripple effect of neglecting their well-being
on their psychological health, school and classroom cultures, and students. Smith and Smith
(2019) reported that unfavorable teaching practices, conflictual relationships between teachers
and children, and lower child achievement are connected to teacher stress. In another study,
Kwon et al. (2022) examined the working conditions and physical, psychological, and
professional well-being of 262 early childhood educators. Concerning psychological well-being,
the participants demonstrated moderate levels of personal stress. Twenty-three percent reported
depressive symptoms that reached clinically meaningful levels of concern. Through observations
of emotional-behavioral and instructional support scores, the authors also found that a subsample
of 40 teachers had low to mid-range depressive symptoms, further emphasizing teacher wellbeing’s importance in classroom quality and child outcomes. These studies suggest that stress
and depression diminish teachers’ ability to act as positive emotional and behavioral role models,
making it harder for them to provide warm and nurturing care to children.

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Teacher Well-Being Influences Child Well-Being
Early childhood educators’ psychological well-being affects the classroom’s nurturing
and learning climate and children’s developmental outcomes. Jeon et al. (2017) found that
despite personal and professional experiences, there is a general connection between teachers’
self-efficacy and work environments and psychological well-being. Similarly, Zinsser et al.
(2013) found that Head Start teachers tended to be less stressed, supportive, and consistent than
private center teachers. The authors also found that children in private classrooms with less
stressed teachers tended to display more emotional regulation, productive involvement, and
emotionally positive and prosocial behaviors than children in private classrooms with teachers
who were more stressed. Head Start teachers reported lower stress and more consistent emotional
support. Other studies demonstrated the effects of teacher well-being on important student
outcomes such as motivation and achievement (Arens, 2016). The state of teachers’ wellness
directly influences their attitude toward their students and these students’ learning outcomes
(Jennings & Greenberg, 2009).
Promoting Teacher Well-Being
Given teachers’ role in the school building and their direct influence on student wellbeing, promoting their welfare is paramount. Based on decades of research, Jennings and
Greenberg (2009) suggested multiple ways to promote teacher SEC and well-being. Some of
those methods are emotional intelligence training, mindfulness-based interventions, and
enhancing commitment to teaching through programs such as Courage to Teach, developed by
Palmer (1998), and The Inner Resilience Program, designed by Lantieri et al. (2016), and
training in student social and emotional development. Jennings (2015) further emphasized the
need to improve EC teachers’ performance and classroom quality by supporting their well-being

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and SEC, considering their attitudes toward challenging students, which is one factor that
impacts teacher well-being.
An analysis of the Cultivating Awareness and Resilience in Education (CARE for
Teachers) program by Jennings et al. (2017) to promote the teacher social and emotional
competencies described in Jennings and Greenberg’s (2009) prosocial classroom model revealed
that CARE for Teachers is a valuable professional development program that promotes teachers’
SEC and improves the quality of classroom interactions. Lastly, Rakap et al. (2018) found that
preschool teachers working in public preschool classrooms struggled to implement practices to
support young children’s SEC without training and professional development. With teacher
shortages rising and educators exodus from the field due to factors like a lack of emotional
support, health and physical exhaustion, and compensation, promoting teacher well-being
through professional learning benefits teachers and students.
Professional Learning for Teacher Well-Being
Recent research has studied and analyzed teacher well-being interventions and programs
that can provide consistent professional learning experiences related to teacher’s psychological
health. Dorman (2015) analyzed the longitudinal study of 149 participants with the integration of
mindfulness practices in education courses. The author’s evidence suggests that integrating
silence and centering into teacher education courses has helped prospective and current teachers
develop aspects of SEC that will equip them to respond to the stressors and challenges of
teaching. Narea et al. (2022) investigated the association between affective balance and burnout.
They found that the effective balance of the teachers, and not their burnout, was associated with
emotional and behavioral problems among the children, meaning when teachers showed more
positive than negative feelings, children showed behavioral problems less often. Inconsistent

19
with other research, the authors found that more emotional support was associated with more
significant behavioral and emotional problems in children, educator burnout, and behavioral
problems in the case of affective balance. Like other researchers (Lang et al., 2020), the authors
recommended that teachers receive support and strategies to increase their resilience and manage
their well-being during initial teacher training and in continuing professional development.
Finally, the authors noted that teacher well-being cannot be easily changed, but they cited two
well-being interventions/programs that show encouraging results. However, the focus is more on
impacting students’ well-being than teacher well-being, such as the Playing 2-gether
(Vancraeyveldt et al., 2014) program and the Banking Time intervention (Williford et al., 2017).
While researchers are still identifying interventions and programs that may support an
increase in teacher well-being, some studies have shown mixed results. Lang et al. (2020)
examined the impact of an online intervention course that supports teacher’s use of stress
management and resiliency practices. The social-emotional learning for teachers (SELF-T)
online course showed promising findings with increased EC teachers’ understanding of stress,
stress reduction, and reliance techniques. However, with the SELF-T pilot program, teachers also
cited that they had higher levels of personal stress, which the authors attributed to teachers
becoming more conscious and aware of their stress levels and severity due to the nature of the
intervention. The authors also stated that teachers reported adverse reactions to children’s
emotions, meaning teachers were more likely to select more disciplinary or indifferent responses
when children expressed anger, frustration, sadness, or fear. The participants of this pilot
program study reported that additional training that offered clear strategies for using the
strategies in the classroom or with children would be beneficial, which prompted the authors to
refine the program’s content. While there is a need to determine the best ways, interventions, and

20
programs to support and provide resources to EC teachers regarding their well-being, these
research findings suggest it must be paired with guidance on providing emotional support for
young children while managing their own social and emotional needs.
The Influence of Teacher Well-Being on School Organizations
The teaching profession is one of the most stressful fields, impacting teacher well-being
(Walker, 2022) and, by extension, student well-being and organizational climate. Zhu et al.
(2011) analyzed the impacts of school culture on teacher organizational commitment and wellbeing. As for teacher well-being, the study found that teachers feel more attached to a school in a
school culture that features clear goal orientation, positive formal relations, and shared vision
among staff as the most significant factors influencing teacher well-being. As for school culture,
the study confirmed that leadership plays a vital role in teacher well-being, which is also
confirmed by other studies (Mahfouz, 2018; Mahfouz & Gordon, 2021; To & Yin, 2021). In a
later study, Chang et al. (2017) found that teacher well-being significantly and negatively affects
teachers’ turnover intentions, negatively influenced by school organizational climate constructs
such as support, work supervision, and comradeship on turnover intentions. The findings of these
studies suggest that when teachers have a negative state of well-being due to organizational
climate, unclear goals or vision, and a lack of camaraderie with colleagues, turnover rates
increase, ultimately impacting school culture and student outcomes. Therefore, well-being at
work depends on employees being mentally, physically, and socially healthy (Ylitapio-Mäntylä
et al., 2012).

21
Building Community Among Colleagues
Positive collegial relationships, among other factors, are associated with teacher wellbeing. For example, Nislin et al. (2015) found that EC teacher stress regulation is closely
associated with the quality of their teams’ pedagogical work. Løvgren (2016) found that having
confidence and understanding one’s job role and the expectation of it while feeling supported by
coworkers were the most vital job characteristics that correlate with emotional exhaustion and,
by extension, employee well-being. Benevene et al. (2020) reported a positive relationship
between well-being and students, their families, and colleagues and increased student outcomes.
A significant theme in Kaynak’s (2020) findings was the value of collegial support
among teachers as a promoter of teachers’ well-being. Participants from Weiland’s (2021) study
shared their reliance on positive relationships with their colleagues to navigate the demands of
the education profession. These studies and findings highlight the importance and connection
between teacher well-being and collegial relationships.
Influence of School Climate on Well-Being
A school’s climate can positively or negatively influence the daily experiences of
teachers, staff, and students. School leaders create healthy school cultures (Mahfouz, 2018), but
those impacted directly are the teachers whose positive or negative well-being impacts the
students. Related to one of their research questions, Glazzard and Rose (2020) sought to
understand the factors that affect teacher well-being and mental health; some teachers reported
that they demonstrated greater resilience than others due to the supportive contact in which they
worked. For the participants, support from friends, colleagues, the school, and their family
members was vital in supporting their resilience. In their study of kindergarten teachers’
psychological well-being, Cheung et al. (2022) discovered that their school climate perceptions

22
affected teachers’ self-belief. Other studies also reiterate the role school climate plays, as well as
other factors, in teachers’ stress levels and SEC, which ultimately puts them at risk for burnout
that, by extension, negatively impacts classroom climate, school community culture, and, most
importantly, the students (Jennings & Greenberg, 2009; Smith & Lawrence, 2019).
Theoretical Framework
Self-efficacy theory is used as the theoretical framework to explain the concepts and
relationships of well-being and its direct alignment with self-efficacy, SEC, and SEL skills. A
person’s sense of self-efficacy is the belief that they can take action to accomplish a goal or task
independently (Schunk, 2020). Bandura (1977a, 1977b, 1986, 1993, 1997) referred to selfefficacy as people’s beliefs about their capabilities to learn or perform actions at designated
levels. Various contextual factors can also influence a teacher’s well-being and SEC (Jennings &
Greenberg, 2009); this is also true for students. Research indicates that teachers who model
effective responses to challenging situations impact classroom culture positively (Jennings,
2015; Jennings & Greenberg, 2009) and, indirectly, organizational culture. Failure of teachers to
develop and maintain a positive state of well-being can lead to them becoming emotionally
exhausted, which can lead to depersonalization, where they no longer see people as people but as
problems to address (Jennings & Greenberg, 2009; Mahfouz & Gordon, 2021).
Self-efficacy beliefs are proximal determinants of motivation, affect, and action
(Bandura, 1989). Teachers are, by default, required to make multiple in-the-moment decisions,
whether related to academic, behavioral, or social reasons. Low self-belief in the capability to
manage these factors affects motivation and levels of stress and depression in threatening or
mentally taxing situations (Bandura, 1989). Teacher self-efficacy (TSE) is the personal belief in
the capability to help students learn, engage with, and feel motivated to reach desired outcomes

23
despite challenges (Schunk, 2020; Tschannen-Moran & Woolfolk Hoy, 2001). Researchers have
found that teachers with higher TSE are more likely to have higher job satisfaction and increased
performance, which are linked to student achievement and motivation (Burić & Kim, 2020;
Kumar et al., 2018; Zee & Koomen, 2016).
Many factors lead to low TSE, such as challenges with classroom management (Cooper,
2019) and more work with higher performance expectations for less pay (Atas, 2021), leading to
burnout. Self-efficacy can positively or negatively affect thought patterns, aiding or hindering
them, their drive, how they manage their emotions, how they make in-the-moment decisions, and
whether they persevere (Bandura, 1989; Schunk, 2020). Since self-efficacy influences how
people feel, think, motivate themselves, and behave (Bandura, 1989), it is an ideal framework for
understanding how EC teachers describe their experiences and perspectives of their well-being
while dealing with internal, external, and organizational factors that have the power to influence
it positively or negatively.
Conceptual Framework
Self-efficacy theory is the theoretical framework that guides the conceptual framework
(Figure 1) to explain the introductory concepts and relationships with emotional well-being. The
concepts in the conceptual framework and their relationships directly influence each other, as
individual, external, and organizational factors affect teachers’ well-being. While someone’s
sense of self-efficacy can be high, their professional self-efficacy can be low due to external
factors (Schunk, 2020). Therefore, while individuals may function highly in one setting, they
may need training or support in another because SEC is context-dependent (Jennings &
Greenberg, 2009; Schunk, 2020). In connection to EC teachers’ emotional well-being, their
attitudes, beliefs, and behaviors are informed by the factors that have shaped their lived

24
experiences, which can influence external factors. This is also true for students. Individual
factors influence the consistent practices and execution of behaviors that promote emotional
well-being amid external or organizational factors. When teachers are emotionally well and can
navigate stressful individual, external, or organizational factors, they model for students how to
interact with each other, build and maintain healthy relationships, and regulate their behaviors
and emotions despite life stressors (CASEL, 2020). The conceptual framework suggests that
teachers who are emotionally well have solid SECs, meaning they have a heightened selfawareness of how their values, beliefs, and emotions affect their interactions and relationships
with others, such as colleagues and students.

25
Figure 1
Conceptual Framework

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Chapter Three: Methodology
There is a need to prioritize EC teachers’ well-being because of the positive impact of a
teacher’s psychological health on students. Research focuses on promoting SEL programming in
classrooms (Allbright et al., 2019; Kendziora & Toder, 2016) because of the need for students to
experience consistent SEL skills during the school day (Allbright et al., 2019; Blewitt et al.,
2018; Immordino-Yang, 2018; Kendziora & Yoder, 2016), but this needs to be true for their
teachers as well. Evidence shows that SEC, a broader component of SEL, influences long-term
mental health and well-being in EC (Blewitt et al., 2018). However, research also shows that
strong SEL skills are important at any stage of human development (CASEL, 2020). There is a
need to explore the unique experiences that hinder EC teachers’ well-being from being
prioritized, given their direct impact on student well-being and their capacity to influence
students’ emotional, behavioral, and academic outcomes positively or negatively.
Purpose of the Study
This study aimed to provide insight into EC teachers’ beliefs, experiences, perspectives,
emotional well-being, and their influence on key stakeholders and organizational climate.
Research indicates that teachers who model effective responses to challenging situations improve
classroom culture (Jennings & Greenberg, 2009) and, indirectly, organizational culture.
Teachers’ failure to develop a positive sense of emotional well-being can lead to emotional
exhaustion and depersonalization (Jennings & Greenberg, 2009; Mahfouz & Gordon, 2021).
Research Questions
Two questions guided this study:
1. How do teachers describe their beliefs, experiences, and practices for maintaining
their emotional well-being?

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2. What are teachers’ attitudes and beliefs about how their emotional well-being affects
their ability to support students’ emotional well-being?
Selection of the Population
This study used purposeful, convenience, and snowball sampling to select a small sample
of teachers who work with EC students and implement a SEL curriculum or SEL interventions.
The participants were teachers who work in and with the early grades in a Southern state where
those grades are pre-kindergarten four through third grade. The data sources were surveys and
interviews with these teachers. The research settings included charter public schools. Teachers
were recruited by email and referral from other participants. They met the selection criteria and
had rich and unique experiences; some were teachers I knew, and some referred others.
Lochmiller and Lester (2017) recommended that a study include individuals with specific
characteristics or qualities to allow their recommendations to guide the development of the
sample.
Design Summary
In this study, it was essential to get first-hand accounts of the experiences of early
childhood educators’ beliefs, attitudes, and experiences on how they manage their emotional
well-being amid challenging situations in their work environment. Chapter One focuses on the
research problem and purpose of the study. Chapter Two discusses the literature review
conducted, and Chapter Three presents the study’s methodology. The fourth and fifth chapters
will focus on the analysis, interpretation, and reporting of the data. I used a mixed-methods
approach, surveys and interviews, to provide results and support evidence to answer the research
questions.

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Methodology
This study’s methodology was mixed methods but qualitative lead. It included
quantitative and qualitative data from surveys and interviews with early childhood educators.
Through a Likert-scale survey, I assigned a quantitative value to qualitative interview data as
participants rated their experiences and well-being connected to individual, external, and
organizational factors. Lochmiller and Lester (2017) referred to a qualitative lead mixed-methods
study as one that involves a qualitative problem of practice and relies primarily on qualitative
data while using quantitative data to expand on the qualitative perspective.
Through in-depth interview questions, I asked participants to describe their experiences
in EC classrooms managing, modeling, and promoting their well-being and that of their students.
According to Lochmiller and Lester (2017), this would fall under the dimension of
phenomenology because, through in-depth interviews, each participant described their individual
experiences managing their wellness. I developed a semi-structured interview protocol to utilize
questions with flexibility depending on how the participant responded (Merriam & Tisdell,
2016).
Instrumentation: Mixed Methods
I gathered quantitative data through surveys. The survey questions were written to ensure
they targeted the information needed to answer the research questions. The survey consisted of
10 items using a Likert scale for responses. To decrease the chance of nonresponses and avoid
survey fatigue, the survey was brief and easy to respond to (Robinson & Firth Leonard, 2019). I
shared the survey with EC teachers who showed interest in participating in the study after
recruitment efforts.

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I gathered qualitative data through interviews. The interview questions targeted the
information needed to answer the research questions. The interview protocol consisted of 12
questions. I added follow-up questions as probes in case I needed clarification after a response.
The interview was semi-structured, and the questions were open-ended. I took notes and
recorded each interview via Zoom. The interview questions utilized Patton’s (2002) matrix of
question options: behaviors/experiences, opinions/values, feelings/emotions, knowledge,
sensory, and background to support the development of interview questions.
Data Collection
I used survey and interview questions aligned with the research questions (Table 1) to
better understand the participants’ emotions, attitudes, and experiences of their practices in
managing their psychological health when stressors arise. Since every person has a unique
experience, I anticipated that responses would vary across surveys and interviews. There was
alignment between each survey item and a concept to support measuring well-being, a construct
that cannot be directly observed (Robinson & Firth Leonard, 2019).
After survey completion, I contacted 19 participants to determine a convenient day and
time to complete their interview. However, only 12 responded and scheduled an interview. The
interviews were conducted via Zoom, allowing the interviewees to have flexibility in time and
location. Before each interview, I shared the nature of the study and the confidentiality of the
information they shared (Rubin & Rubin, 2012).
With the participants’ permission, I asked to record the interview to ensure I captured
their responses accurately. The interviews took approximately 30 to 40 minutes to complete. I
asked the participants if I could contact them for clarification or information about direct quotes
to ensure I accurately represented their perspectives. I also encouraged them to contact me if they

30
had questions or required additional information regarding the interview topics. After each
interview, I transcribed and reviewed the transcription. I saved the recordings, stored the
transcripts on a password-protected device, and destroyed both following the study’s completion.
Table 1
Research Questions and Data Collection Methods
Research question Data collection method
RQ1: How do teachers describe their beliefs,
experiences, and practices for maintaining their
emotional well-being?
Survey, interview
RQ2: What are teachers’ attitudes and beliefs about
how their emotional well-being affects their
ability to support students’ emotional well-being?
Survey, interview

31
Data Analysis
The study utilized a mixed-methods approach with quantitative data from surveys and
qualitative data from interviews. All survey and interview questions were directly related to each
research question. The research questions guided the data analysis for this study. After collecting
the interview data, I re-read the transcripts and began to analyze, code, and identify interview
themes. I looked for recurring themes that aligned with the research questions. I created
categories, then coded and connected them to the literature review, where other research yielded
similar findings. After coding the data, I analyzed them to create the study’s findings directly
tied to the research questions.
Researcher
I am studying this topic because I was formerly a teacher who worked with grades prekindergarten four through second grade. I often struggled with managing my well-being, and at
the time, I did not see the connection to my classroom environment, my students, and the
teachers with whom I interacted. When I became a school leader, I did not see the negative
implications on the school’s culture. I am now blessed to be the mother of an amazing 6-year-old
boy who is full of life and looks to me to learn how to respond to different situations. He has also
needed additional support in learning skills for self-regulation and healthily managing his
emotions. Actively monitoring my well-being and continuously working toward developing my
SECs and how I respond to him in moments of frustration or if an external event impacts my
well-being has supported me in being a strong model for him. Because of this, I have seen the
positive effect on how he responds when facing life stressors for his age, like if he drops a sucker
on the ground that he really wanted or if a new skill is taking him longer to learn than he would

32
like it. He has grown stronger in working through those frustrations rather than always having an
explosive emotional reaction.
Trustworthiness and Credibility
A bias potentially affecting this study is the belief that many teachers do not recognize
and acknowledge the factors that might hinder their ability to maintain their well-being while
supporting students with theirs, including the consistent use of emotional coping mechanisms
and strategies. This is mainly due to their daily stresses and struggles to be fully emotionally
available to model, teach, and reinforce those best practices and strategies to help students
replicate them. Based on my experience as a teacher and recent experience working in higher
education with pre-service teachers looking for guidance, I assume that many teachers have those
same struggles. Conducting interviews is a labor-intensive process that cannot be verified since
the interviewee presents a unique perspective. Ideally, gathering rich data from a diverse
participant group and through participant triangulation would minimize threats to this study’s
credibility and trustworthiness. As Salkind (2017) recommended, factors considered when
designing the survey were standardizing the instructions, redoing questions to make them more
consistent, and deleting unclear items. Additionally, considering the target population, EC
teachers, whose time is already limited, I considered the moderate easiness of the survey items
and recommended participants take the survey during a time of day when they are less likely to
be interrupted.
Per Merriam and Tisdell (2016), the researcher is responsible for conducting the study,
interviewing participants, and disseminating the findings and methods of the analysis to support
producing an ethical study. I disclosed the analysis methods in detail in the report to be
transparent. Using discipline subjectivity, I used the Zoom recording feature to capture the

33
interviews with the participants’ permission. The interviewees’ responses were validated using
the Zoom recording feature, the interview transcription, and the notes taken. Additionally, at the
end of each interview and throughout the research, I used a reflective journal to document what
was done and what I thought about and felt while analyzing the data.
Researcher Positionality
As a young Black female educator in higher education teaching pre-service teachers, I
want to improve working conditions that impact EC teacher’s well-being. Before moving into
higher education, I taught lower elementary students (EC through fourth grade) in predominately
Black charter schools. Through this experience, I noticed that many teachers struggle to support
students who show more extreme emotions. Teachers struggled to deliver instructional content to
students simultaneously in a humanizing way that considered social and emotional barriers that
may be preventing the student from accessing the content. The latter shaped my bias that many
teachers do not know how to manage their emotional well-being and see its connection to student
well-being. Not seeing this connection is mainly due to personal and professional factors that
keep a teacher from being fully emotionally available to model, teach, and reinforce those best
practices and strategies so that students can replicate them in school and at home. Based on my
professional experience, I assumed that many teachers have those same struggles. The prior
context influenced my desire to explore and learn more about EC educators’ emotions, attitudes,
and experiences with implementing well-being practices in their classrooms.
Summary
This study used a mixed-methods approach, gathering quantitative and qualitative data
from surveys and interviews. The data targeted two research questions: How do teachers describe
their beliefs, experiences, and practices for maintaining their emotional well-being, and what are

34
teachers’ attitudes and beliefs about how their emotional well-being affects their ability to
support students’ emotional well-being? Chapter Four presents these findings, with a discussion
of the findings in Chapter Five.

35
Chapter Four: Results
The study intended to examine the experiences of EC teacher’s well-being as they
navigate internal, external, and organizational factors that may enhance or damage their wellbeing. This study gathered EC teachers’ beliefs and attitudes about their well-being, practices
they used to maintain their well-being, and their ability to support their students when they are
mentally well. Chapter Four examines the results of the data analysis and provides a detailed
discussion of the participants’ interview responses. The research results are presented and
organized by research questions. Results are presented in three themes that emerged related to
each research question. Finally, the chapter presents a summary of the results related to each
research question and a cumulative summary. Overall, the study’s results revealed insights into
how teachers manage their mental well-being and their ability to support their students. The
following research questions guided the study and data collection process:
1. How do teachers describe their beliefs, experiences, and practices for maintaining
their emotional well-being?
2. What are teachers’ attitudes and beliefs about how their emotional well-being affects
their ability to support students’ emotional well-being?
Participants
This study’s participants were EC teachers teaching grades pre-kindergarten four through
third in charter public schools. Teachers had to be the lead teachers in their classrooms, teaching
for at least 2 years, to complete the survey and participate in the interview. Nineteen participants
completed the survey; however, only 12 responded to participate in the interview, which will be
discussed briefly below. The survey did not ask for identifying data. The purpose of the survey
was to triangulate the research findings and better understand the influence of internal, external,

36
or organizational factors on the respondents’ well-being and the level at which self-efficacy may
also influence their well-being.
I conducted in-depth interviews with 12 volunteers based on survey completion and
subsequent volunteering after email outreach for a follow-up interview. All 12 participants were
EC teachers in the same school district in a Southern state. All participants work in charter public
schools. Table 2 provides additional information about participants’ demographics and years of
teaching experience.
Table 2
Interview Participants, Demographics, and Years of Teaching Experience
Teacher pseudonym Gender Race Years teaching
Teacher A Female Hispanic or Latinx 12
Teacher B Female Black or African American 5
Teacher C Female Black or African American 5
Teacher D Female Black or African American 5
Teacher E Female Black or African American 14
Teacher F Female Black or African American 40
Teacher G Female Black or African American 2
Teacher H Female Black or African American 7
Teacher I Female Black or African American 3
Teacher J Female Black or African American 4
Teacher K Male Black or African American 3
Teacher L Female Black or African American 3

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Survey Results
Prior to engaging in a one-to-one interview, I asked participants to complete a survey
aligned to internal, external, and organizational factors where they rated the influence of each of
these factors on their overall well-being at work. Figure 2 shows the results of how all 12
participants rated each question.

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Figure 2
Well-Being Survey, Data Reflects Questions 4–10
Note. Questions 4–7 Scale: 1 = Strongly disagree, 2 = Disagree, 3 = Neither agree nor disagree, 4 = Agree, 5 = Strongly agree. Question
8 Scale: 1 = Not at all important, 2–Low importance, 3 = Slightly important, 4 = Neutral, 5 = Moderately important, 6 = Very
important, 7 = Extremely important. Questions 9–10 Scale: 1 = No effect, 2 = Minor effect, 3 = Neutral, 4 = Moderate effect, 5 = Major
effect

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Research Question 1 Results
Research Question 1 asked, “How do teachers describe their beliefs, experiences, and
practices for maintaining their emotional well-being?” To address this research question, I
sought to understand how the participants perceived well-being, the lived experiences that may
or may not have influenced this perception, and any personal wellness practices that may
influence how they support student well-being. Several themes emerged across multiple
interview responses, such as prioritizing self-care to improve well-being when needed; lateral
and horizontal communication between peers, administrators, and students amid stressors to
maintain well-being; and colleagues’ support in moments of stress. A more detailed analysis of
each theme will follow.
Prioritizing Self-Care to Improve Well-Being
A significant theme in the interview data was prioritizing self-care to improve or
maintain well-being. Several teachers noted that their regular wellness practices or routines are
essential to promoting feelings of relaxation and contentment. These practices ranged from
taking regular walks, engaging in hobbies, or engaging in mindful activities such as meditation.
This study found that participants who consistently engaged in self-care felt better prepared
mentally for the school day. Proactive self-care better equipped them to manage stress,
influencing their response to challenging situations and providing meaningful support to their
students. Table 3 displays participants’ responses to interview questions aligned with this theme.

40
Table 3
Participants Responses, Theme 1: Prioritizing Self-Care to Improve Well-Being
Teacher pseudonym Participant response
Wellness practices and routines
Teacher E I always try to have some time set aside for myself … something that I
try to do every day [is] work out … that’s my me time. That’s what
makes me feel good inside.
Teacher F I … take time out for myself, I like to meditate … I do crossword
puzzles and read, and I like to sew … and go walking, too, so I do
things [like that] to reduce the stress in my life.
Teacher L I … [get] up for a morning walk … and then in the afternoons,
carrying on to the gym. I also have created this space where I found
that person … in the school building that I can go to and
emotionally explain what is happening before it gets further along in
the situation.
Influence of wellness practices and routines on students
Teacher B I have more to give when I’m in the classroom with my students … I
have the mental capacity to just focus on my class in that moment.
Teacher A It helps because I’m using something in my personal experience, and
now I can help a student go through that same reflection to kind of
think about their behavior and why they’re behaving that way so
they can understand that emotions are okay and they’re natural but
… how can we maneuver through those emotions effectively.
Teachers shared several activities that they engaged in to maintain and improve their
well-being. One outlier, Teacher D, shared, “I don’t really do much to manage that; I should do
more.” There is limited literature on creating, having, and maintaining personal wellness
practices for EC teachers to improve or maintain their well-being at work. However, participant
responses show the benefits of having a regular self-care routine for their mental health, with
some of those benefits including feeling better prepared for the workday, reduced stress, feeling

41
good internally, and simply having more to give. The findings from Theme 1 show that
participants experienced improved mental health due to having regular self-care routines.
Communication Is Important to Maintain Well-Being
The ability to communicate feelings consistently and transparently with administrators,
colleagues, and students was also a theme in the participants’ responses. They felt that openly
and honestly expressing their feelings and concerns was essential to feeling heard and
understood. The practice often resulted in them being recentering themselves when managing a
stressful situation and finding a solution when communicating with their administrators. While
some EC teachers shared the positive impact of open and honest communication, having
someone to express their feelings or concerns with, some teachers shared their struggles with
communication with their colleagues and the impact it has had on them. Another participant
shared that open communication saved one of their students’ lives. Table 4 displays participants’
responses to interview questions aligned with this theme.
Table 4
Participants Responses, Theme 2: Communication Is Important to Maintain Well-Being
Teacher pseudonym Participant response
Communication with administration
Teacher C I think when … my emotions get ahead of me, I’m always able
to go to my boss and say, hey, I don’t like this. And
sometimes she’ll say, [Teacher C] pause, breathe, and let’s
think about this … I definitely think that being able to talk to
her. She’s more my voice or reasoning before I snap and lose
my mind.
Teacher B There were … times when … the child would be screaming at
the top of their lungs in my classroom, and you [administrator]
see I’m trying to stand and deliver [a lesson], and you look in

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Teacher pseudonym Participant response
my classroom and walk past and don’t come in to say, can I do
this? Can I do that? Can I assist? [I confronted] my principal
and assistant principal … to try to offer something, are to
come up with solutions. Their reason [for not helping] was …
when you’re struggling, you need to be vocal about it and ask
for help. And my reason [for not asking for help] was, … you
hear the help that I need [help] every day because you walk
past my classroom.
Teacher F Well, we have master teachers that are there to support
classroom teachers. … She comes around, … and we can
discuss with her … how we could cope with stress at the
school.
Teacher A I started to feel like I’m at a dead end in my career because I felt
like it wasn’t going anywhere until I changed locations
[schools], and then I realized … now I’m in a location where I
feel like my voice is valued, my voice is heard, my opinions
mattered.
Communication with colleagues
Teacher D There was one specific person on my team; we really clashed a
lot. It affected me, … especially when it came to doing things
… as a second-grade team. I talked to my coach about it. I
talked to my grade-level team leader about it, and … I really
didn’t do much but let it go, but before letting it go, I would
… constantly harp on it and constantly … talk about it and let
it bother me over and over … because it was such a big deal to
me.
Communication with students
Teacher K I had one of my dancers [tell] me that she wanted to kill herself
because of the things she was dealing with at home. First, I
talked to her as a coach and as a teacher to just better
understand her and how she was feeling. … Then, I brought in
the social worker to have that help on that side.
In alignment with survey results (Figure 3), seven participants rated the importance their
school leaders placed on their well-being as moderate to extreme. Four participants rated that

43
there was slight importance, and one felt neutral. In conjunction with interview responses, the
findings suggest that while teachers may not receive the same level of communication from
administrators or colleagues, all felt administrators placed some importance, even slight, on their
well-being at work. The participants’ ability to communicate their needs and frustrations
influenced their well-being, as did struggles with communication. The findings of Theme 2
reveal that communication with administrators, colleagues, and students can positively or
negatively impact EC teachers’ well-being.

44
Figure 3
Well-Being Survey, Question 8
Note. Scale: 1 = Not at all important, 2 = Low importance, 3 = Slightly important, 4 = Neutral, 5 = Moderately important, 6 = Very
important, 7 = Extremely important

45
Collegial Relationships and Support
Participant interview responses showed that positive relationships with their colleagues,
as well as feeling supported by their colleagues, had a positive impact on their well-being.
Findings showed that participants felt more support from their peers or grade-level teams than
their administrators and, instead, chose to go to their grade-level teams in some cases. Some
participants shared that their colleague’s support when dealing with work stressors or
challenging student behaviors helps them make it through the workday and remain in the
teaching profession. However, there were instances where teachers noted that their organization
created spaces for teachers to build relationships with each other outside of the school building
and the positive impact the organizational culture had on them. Table 5 displays participants’
responses to interview questions aligned with this theme.

46
Table 5
Participants Responses, Theme 3: Collegial Relationships and Support
Teacher pseudonym Participant response
Support from colleagues
Teacher B There are other teachers who have a full classroom that would come in
and ask me if I needed a break, and … we would figure something
out. They would tell me to go take 10 extra minutes … off of my
lunch to give me a break. It’s really the support that I receive that
has kept me in this profession from other teachers. That community,
that village, that’s the support system; it does not come from admin
and leadership.
Teacher G I think I only get some support from my pre-k through two group, and
that’s the teachers, that’s not even my supervisor. I don’t get support
from anybody else.
Teacher A I … went with my co-teachers, and we … supported each other in our
professional development, and we learned a lot in that …
professional development, and we brought those things that we
learned into the classroom and implemented them. So, … I no
longer was depending on my school leaders.
Organizational influence on collegial relationships
Teacher H The organization provides … teacher meet and greets … I like that as
an organization. Because I’m new, I don’t know many people yet.
But I still go to those organizational events, and I really like them.
Teacher E The culture here at our organization, just like throughout the whole
region for [organization name] ... it’s more of a family-oriented
culture, and I really like that because I’m a big person on family and
… building relationships … and that’s what I really like … that
really impacts me being with [organization name].
Study findings show the value of collegial relationships on well-being. Positive collegial
relationships influenced participants’ well-being, whether supporting each other in improving
their teaching craft through professional development or leaning on each other when managing

47
challenging student behaviors. Referring to their colleagues as their support system, Teacher B
shared, “I got through it, but my mental well-being was not great. I almost quit several times.”
These findings emphasize the vital role of collegial support in teacher well-being and resilience.
The findings also highlight positive relationships with colleagues in work settings. When
teachers build strong bonds with their colleagues, participants’ narratives show they feel
supported and resilient.
Research Question 1 Discussion
Interview data aligned to Research Question 1 revealed several considerations. First, the
findings emphasized prioritizing self-care to improve or maintain well-being. Participants
discussed the impact of doing so before engaging with their students and the effect of neglecting
their self-care on their interactions with students. When engaging in these self-care routines or
practices, there was a common theme that it supported participants in reducing stress, having
more to give to students, and overall feeling good mentally. Overall, the interview findings
suggest that self-care practices help teachers be more effective and influence their interactions
with students.
Next, the findings highlighted communicating openly and honestly with administrators,
colleagues, and students to maintain their well-being. Some participants shared that expressing
themselves to their administrators helps them calm down during frustration or stress. Freely
expressing themselves helped participants feel valued and heard and that their opinions matter.
Another participant shared that it was helpful to have someone to discuss things with, such as
coping with stress or discussing other topics. Other participants had more negative connotations
with communications, with one describing frustration when communicating with administrators
and another expressing frustration with communication with a colleague with whom they had a

48
conflict. Survey data also supported these findings that although some teachers may struggle
with communication with their administrators or peers, 11 participants felt that some importance
was placed on their well-being, while one felt neutral. Overall, the findings of the second theme
suggest that communication can be beneficial but also a source of stress and frustration,
depending on the situation.
The last finding in participant responses was that collegial relationships played a major
role in the support they receive at school and are one factor that keeps them in the teaching
profession. Participants noted that they depend more on their colleagues and grade-level teams
for support rather than their administrators. One noted that they no longer depended on their
administrators for professional development. However, two outliers shared that their
administrators and organization created time and space outside the school building to give
teachers opportunities to connect, build relationships, and create a family-like culture, positively
impacting their well-being. The findings aligned with this theme show a beneficial value in
collegial relationships; however, teachers also need and value feeling the same support from
administrators.
Research Question 2 Findings
Research Question 2 asked, “What are teachers’ attitudes and beliefs about how their
emotional well-being affects their ability to support student’s emotional well-being?” This
research question pertains to how teachers perceive their well-being and how it affects their
ability to support their student’s well-being. Several themes emerged across multiple interview
responses, such as frustration with administrators, wanting increased support from
administrators, and emphasizing why their well-being matters for the sake of their students but,
more importantly, themselves. A more detailed analysis of each theme will follow.

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Frustration With School and Organizational Leadership
In multiple interview responses, participants described frustrations with their school site
or organizational leaders. While the reasons for their frustrations varied, the theme most
prevalent was how these frustrations affected their well-being. Findings in participant responses
were their frustration with the curriculum they teach, their frustration with the organization or
administration for having them teach it, and the effects of teaching it on their well-being at work.
They also expressed frustration with the long-term negative impact on them of teaching a lowquality curriculum. Some participants voiced their frustration with organizational leaders and
their lack of guidance, support, and efficiency as factors that also contributed negatively to their
well-being in their work environment. While some findings within this theme connected to the
frustration EC teachers had with school and organizational leadership, two outliers described a
positive impact on their well-being because of organizational decisions and culture. Table 6
displays participants’ responses to interview questions aligned with this theme.
Table 6
Participant Responses, Theme 1: Frustration With School and Organizational Leadership
Teacher pseudonym Participant response
Frustration with school leadership
Teacher I Sometimes, … when the leadership knows … it’s a strong person …
they will give [you] certain kids … [with] different behaviors in the
class.
Teacher L Within leadership, some of the things that are asked can be … an
overload from time to time. Some things are repetitive. I feel like …
if we’re going to use those things, use it consistently.
Frustration with curriculum

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Teacher pseudonym Participant response
Teacher D This math curriculum has been a pain to me since I’ve started teaching
it, which was almost 5 years ago. One time, I turned it in when I
was [in graduate school], and my professor was like, “What is this?”
Because I turned in the curriculum that we use, and I got a failing
grade for that. And so, the fact that I got a failing grade for this, and
I have to teach children this?
Teacher C That’s another piece, that curriculum piece. In order for us to be
equitable in teaching, they need to give us a different curriculum or
an additional curriculum for kids who are not on level and then for
those kids who are on level and beyond.
Frustration with organizational leadership
Teacher G I deal with the lady who is … over … all the after-school programs.
They [network/organizational leaders] all just seem very
unorganized. She works at the network level, too, for all afterschool activities. She’ll have a lot of input … so it’s a lot of you all
should do this, and you all should do this, but no, if you all are
going to do this idea that I [network/organizational leader] have, I
can supply whatever [you need].
Teacher C The lady who does our curriculum for [pre-kindergarten through
second grade], she’s not the best with the organization. She sends
emails very late. … She puts the definitions in wrong in [data
analysis software], and because I’m very well prepared and
organized, I’m sending the text [and] an email … she gives the
excuse of … I was busy. Okay, who’s not busy? They
[organizational leaders] want … us to give them grace, but we’re
not given grace.
Positive impact of school and organizational leadership
Teacher F We have a new CEO, and he is implementing things that I think that
are good for the school. It’s something that we needed because he
wanted everybody to be on the same page. There are changes being
made, but it’s all for the better.
In comparing interview responses to survey data, there is alignment in how EC teachers
responded in their interviews and how they rated the impact of external and organizational

51
factors on their well-being at work in the survey. When asked to rate the level at which external
factors in their professional lives impact their well-being at work (Figure 4), four teachers
strongly agreed that external factors impacted their well-being at work, while eight agreed.
Regarding organizational factors (Figure 5), four teachers strongly agreed that organizational
factors in their professional life impacted their well-being at work, six agreed, one disagreed, and
one neither agreed nor disagreed. The findings of this theme suggest that school or
organizational factors such as leadership decisions or actions can negatively impact teacher wellbeing. On the contrary, another finding was that organizational decisions can positively impact
teacher well-being when decisions by organizational leaders unite the organization as a whole.
While frustrations or lack thereof with school or organizational leadership varied, external
factors such as leadership impacted their well-being at work, positively or negatively.

52
Figure 4
Well-Being Survey, Question 4
Note. Scale: 1 = Strongly disagree, 2 = Disagree, 3 = Neither agree nor disagree, 4 = Agree, 5 = Strongly agree

53
Figure 5
Well-Being Survey, Question 5
Note. Scale: 1 = Strongly disagree, 2 = Disagree, 3 = Neither agree nor disagree, 4 = Agree, 5 = Strongly agree

54
Increased Support From Administration
A second theme that arose in interview responses from participants was the need for
increased support from their administrators. Findings show that participants wanted more support
with managing challenging behaviors and targeted professional development to improve their
effectiveness. They also wanted leaders to provide more support in alleviating their stress. The
responsibilities of a school leader can be overwhelming and stressful. Research suggests that
principals’ stress may result from an imbalance between the demands they face and the resources
available for dealing with them rather than from the demands alone (Wells & Klocko, 2018).
While this may be the case, several participants expressed that administrators’ support was
important. Although some voiced frustration with the lack of support from administrators, there
were positive reports on how school leaders support teachers. Table 7 displays participants’
responses to interview questions aligned with this theme.
Table 7
Participant Responses, Theme 2: Increased Support From Administration
Teacher pseudonym Participant response
Support with managing challenging student behaviors
Teacher B Number 1 on the list is definitely a lack of support from …
[administrators]. When you have to respond to data and do
data analysis, leadership is coming in [and] they’re not really
looking at how the kids came in all the time. It’s just like …
this is where they need to be by the middle of the year. This is
where they need to be by the end of the year. It can stress
them [teachers] out because it feels like you’re trying to do
magic tricks.
Support with targeted professional development to improve effectiveness
Teacher A So, I got frustrated, and I felt like they didn’t really care about
my professional development, which is something that I really

55
Teacher pseudonym Participant response
cared about. I want to make sure that I’m giving them
[students] the best educational experience, but I felt like I
didn’t have that support available to me.
Provide support to alleviate stress
Teacher C Right now, they have us doing different book studies. The
current book I’m reading about is about teacher burnout, and
… [it shows] how to relieve stress and what can teachers do,
but inside the book, it never talks about those external factors
of what can a network [organization] do. What can even a
principal do?
Teacher G Administrators will say, … “If you need help, text me. If you
need me, email me, call me; I’ll come up there, I’ll help.”
When I do ask for help, and they don’t show [up], it just lets
me know I can’t rely on them. I need to just rely on myself.
Positive school leader support
Teacher F There was a parent who was … really belligerent, and she really
never had any nice things to say, and it’s like whatever I did, it
wasn’t what she wanted; she always expected more. So, I had
talks with my principal. She started sending me ugly emails,
… [but] I didn’t respond to her directly. I went through the
administration, and they helped me to handle the situation.
Teacher D So, last year, my dad was diagnosed with [illness]. So, I would
have to go back and forth to [state in America]. My principal
from last year … gave me a lot of leeway and a lot of time to
focus more on my family.
Some participants discussed their frustration with the lack of support they received from
their administrators, while others had more positive experiences with support from theirs. The
findings of this theme show that support from administrators varied greatly, with some providing
strong support while others did not. Ultimately, this suggests that the support teachers receive
from their administrators significantly affects their overall well-being and job satisfaction.

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Teacher Well-Being Matters
A final theme that arose was the importance of well-being. Participants discussed the role
of well-being in their lives and how it can affect students’ well-being. They discussed their
beliefs, how well-being is essential for teachers to perform at their best, and the influence it can
have on students and their classrooms. There were also similarities in participants’ responses in
that emotional well-being can affect student behavior and classroom dynamics. Table 8 displays
participants’ responses to interview questions aligned with this theme.
Table 8
Participant Responses, Theme 3: Teacher Well-Being Matters
Teacher pseudonym Participant response
Beliefs about well-being
Teacher L I feel like it’s important because it takes a toll on us and how we
project ourselves towards other people, and it ties back into the
classroom with students. For example, if I’m not having the best of
day, most times, it can wear off on another student, mentally and
physically.
Teacher A I think that it’s important because it affects the student’s ability to
learn. I think that it’s a skill that it’s important to develop … early
on. As they get older, it’s something that is important for them to
understand how to manage.
Importance of their well-being to perform their best
Teacher C I think in the classroom, as teachers, we’re not always able to do that
because our emotions should not affect the way we’re teaching
because it’s all about … well, some people think it’s all about
children. But if I’m not well emotionally with the kids, they feel
that.
Teacher D I feel like if you’re mental well-being isn’t okay, then a lot of other
parts of yourself will fall through the cracks. I feel that it’s
important to take care of yourself mentally and emotionally and also
physically but sometimes that’s easier said than done.

57
Influence of their well-being on students and their classrooms
Teacher G So, that’s the one thing [patience, understanding] I pray for every day,
and I know it affects my … behavior toward them, which affects
their behavior because if I come in upset or mad, then … their
attitude’s going to be … standoffish. But if I come in happy and
ready to learn, then they’re going to be like, okay, yeah, let’s get it!
Teacher B I can be short. … I don’t have the patience. … I don’t have …
understanding. Working with kindergartners, they’re … learning
how to … navigate school and socially interact … [and] when I’m
not regulating my well-being, … that looks like ... I’m short. ... I
don’t have it to give right now, so [with] certain situations, you may
not handle [the best].
This study’s findings confirm previous research (Jennings & Greenberg, 2009; Jeon et
al., 2017; Kwon et al., 2022) on teacher well-being and its influence on student well-being.
Similarly, survey responses (Figure 6) also confirmed that 10 participants believed their wellbeing had a moderate to major effect on student well-being, while two felt neutral. Participants
shared that harm to their well-being can adversely affect how they treat children, which, in turn,
may negatively impact the well-being of students. Therefore, findings from survey data and
interview responses suggest that EC teachers must take care of their well-being to provide the
best learning environment for children. However, more importantly, they must be
psychologically healthy to be their best selves. Simply put, when teachers are well, so are their
students.

58
Figure 6
Well-Being Survey, Question 10
Note. Scale: 1 = No affect, 2 = Minor effect, 3 = Neutral, 4 = Moderate effect, 5 = Major effect

59
Research Question 2 Discussion
Interview and survey data aligned to Research Question 2 revealed several
considerations. First, the findings aligned with Theme 1 show the participants’ frustrations with
school and organizational leaders. While their reasonings varied, all shared the similarity that the
frustrations damaged their well-being. Although some expressed frustration with their school site
and organizational leaders, two outliers expressed their leaders’ positive impact on their wellbeing. These findings suggest that school and organizational leaders’ decisions influence
teachers’ well-being, highlighting the need to address the root causes of these frustrations to
improve teachers’ well-being.
A second finding from participant interviews was the need for increased administrator
support, although the type of support needed varied. The participants expressed that they wanted
more support with managing challenging behaviors and more support in finding professional
development to continuously increase their effectiveness in the classroom. In these cases,
teachers shared a lack of presence from their administrators, a lack of caring about supporting
them, or not feeling confident about getting support from them. While frustration was a common
theme in most responses, some outliers expressed the positive impact of their school leader’s
support when managing situations out of the teacher’s control. The findings show that the
participants saw value in and appreciated meaningful support from their administrators and
lacked trust when they did not have it.
Lastly, a final finding in interview responses was the effect of their well-being on
students’ well-being. There were similarities across interview responses: their student can feel it
when they are not well (i.e., referring to their well-being). Consequently, that can influence the
dynamics of their classrooms, student behavior, and well-being. Survey data aligned to interview

60
responses, showing that 10 EC teachers believed their well-being had a moderate to major effect
on student well-being, while two felt neutral. Interview and survey data show that teachers feel
their well-being directly impacts their students’ well-being.
Self-Efficacy
The term self-efficacy was not explicitly stated in interview responses and was not
expected to be, given the participant’s limited use of and understanding of the term. However,
given the alignment that research (Herman et al., 2018; Reyhing & Perren, 2021; Zee &
Koomen, 2016) shows between self-efficacy and well-being, it is worth noting EC teacher’s
responses to the role they believe a teacher’s self-efficacy plays in a student’s self-efficacy and
its connection to school performance. Findings from participants’ interview responses show that
they believe their self-efficacy influences students’ self-efficacy. In connection to school
performance, the interview and survey data findings were that EC teachers believe their selfefficacy influences school performance. Table 9 displays participants’ responses to interview
questions aligned with this theme.

61
Table 9
Self-Efficacy Interview Questions
Teacher pseudonym Participant response
What role do you believe, if any, a teacher’s self-efficacy plays in student self-efficacy?
Teacher J I feel like it plays a huge role because if you don’t believe that you can
teach … because you have to believe it first before your students
can even receive it. You have to know that … you can do those
things or believe that you can do those things.
Teacher D I think it plays a huge role because if a teacher feels as if they are
qualified or skilled enough to teach a child, then they’ll teach … to
their best effort and therefore, in turn, the child will feel as if they’re
better able to meet a target skill. I feel like the two are tied.
Teacher E If they [students] see me and they see how confident I am and they see
how motivated I am and how excited I am, then they’re confident,
and they’re motivated, and they’re excited.
What is your opinion on teacher self-efficacy and its connection to school performance?
Teacher I Without teacher self-efficacy, I feel like the school performance
would be low because if the teacher doesn’t believe in themselves,
how would the kids believe, which in turn reflects on the school’s
performance. It’s like a ripple effect.
Teacher A Well, the more a teacher is educated and well informed. The more she
… has the capacity to be equipped to help students of all needs, and
the more experience, the more education, I think that … definitely
helps and increases school performance.
Teacher J If you have low teacher [self] efficacy, then … I don’t think the school
will do too well. That … shows me … the teachers don’t really care.
... They’re … not confident in their abilities.
Interview responses and survey ratings (Figure 7) aligned with research on self-efficacy
(Herman et al., 2018; Reyhing & Perren, 2021; Zee & Koomen, 2016) by showing that eight EC
teachers rated that TSE has a major effect on school performance and four has a moderate effect.
Although many participants rated the importance of well-being and voiced various factors related

62
to internal and organizational factors that affect it, 10 participants showed commitment to
remaining in the teaching profession by stating that they plan to stay in their profession. Two of
these 10 participants stated they were considering leaving the teaching profession due to schoolrelated factors. The interview and survey data findings reveal that the participants believe their
self-efficacy impacts students’ self-efficacy and school performance.
Summary
Research Question 1 focused on the beliefs, experiences, and practices the participants
described related to their well-being. Teachers expressed the importance of wellness practices
and routines to support their well-being inside and outside the classroom. They emphasized that
when executed regularly, these practices positively impact how they begin their workday. The
findings from Theme 1 show that participants experienced improved mental health due to having
regular self-care routines. There were also similarities in participants’ responses on transparent
communication between administrators, colleagues, and students to maintain their well-being.
The findings of Theme 2 reveal that communication with administrators, colleagues, and
students can positively or negatively impact EC teachers’ well-being, depending on the context.
Finally, participants expressed the importance and value of having a collegial relationship to lean
on in times of need and for support. The findings of Theme 3 emphasize the role collegial
relationships play in EC teachers feeling supported, thereby positively impacting their wellbeing.
Research Question 2 focused on EC teachers’ attitudes and beliefs of well-being and the
influence they can have on how they support their students’ well-being. The teachers shared
various frustrations with their school and organizational leaders. In alignment with interview
data, survey data showed that these teachers rated the impact of external and organizational

63
factors, such as leadership decisions or actions, on their well-being. The findings of Theme 1
suggest that school or organizational factors such as leadership decisions or actions can
negatively impact teacher well-being. Participants also expressed the need for increased support
from their administrators, while others expressed more positive experiences with this support.
Findings from Theme 2 suggest that the amount of support teachers receive from their
administrators significantly affects their overall well-being and job satisfaction. Finally,
participants discussed the influence of their well-being on students’ well-being and the classroom
environment. Findings from Theme 3 survey data and interview responses suggest that EC
teachers must care for their well-being first to provide the best learning environment for children.
Data aligned to self-efficacy show the participants’ views on the role of self-efficacy in
student self-efficacy and school performance. Survey data also supported these views in that all
teachers believed self-efficacy has a major or moderated effect on school performance. The
interview and survey data analysis revealed that the participants believe their self-efficacy affects
students’ self-efficacy and school performance. These data demonstrate the importance of TSE
and its connection to student and school outcomes.

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Figure 7
Well-Being Survey, Question 9
Note. Scale 1–No effect, 2–Minor effect, 3–Neutral, 4–Moderate affect, 5–Major effect

65
Chapter Five: Recommendations
Despite the connection between EC teachers’ well-being and their students’ emotional
well-being, the field has yet to fully explore how it positively impacts both teachers and students
academically, behaviorally, and emotionally. The study aimed to shed light on the beliefs,
experiences, and practices of early childhood educators related to managing their well-being,
along with the effects it has on key stakeholders (such as students, colleagues, and families) and
organizational culture. The following questions guided this research:
1. How do teachers describe their beliefs, experiences, and practices for maintaining
their emotional well-being?
2. What are teachers’ attitudes and beliefs about how their emotional well-being affects
their ability to support students’ emotional well-being?
I used surveys and interviews to collect data. This method allowed the participants to rate
their overall well-being when internal, external, or organizational factors arise. The interview
responses allowed participants to expand on their individual experiences and beliefs related to
well-being, the influence it has on their capacity to promote well-being in their students, and the
impact it can have on school performance. They also shared practices they execute regularly to
manage their well-being. I analyzed the survey data and interview responses to determine if there
was an alignment between how participants rated their well-being when internal, external, and
organizational factors arose and the perspectives they shared with me.
Discussion of Findings
Research Question 1 explored how the participants maintain their well-being by
prioritizing self-care, communicating with their peers, administrators, and students amid
stressors, and receiving support from their colleagues in moments of stress. Major themes

66
pertaining to Research Question 1 from participants’ interview responses were prioritizing selfcare, open and honest communication with administrators, peers, and students, and supportive
relationships with their colleagues. Research Question 2 explored how teachers perceive their
well-being and how it affects their ability to support their students effectively. Major themes
addressing Research Question 2 were various frustrations with school and organizational leaders,
wanting increased but different types of support from administrators, and reiterating the
importance of their well-being and its influence on students’ well-being.
Research Question 1
Interview data aligned with Theme 1 revealed that the participants prioritized self-care to
improve their well-being. Self-care as a theme influencing EC teacher well-being is new
compared to previous themes in the literature related to teacher well-being. After further analysis
of the literature, Nicholson et al.’s (2019) book for self-care strategies for EC teachers
emphasized ties to social justice and equity goals to understand how cultural backgrounds and
experiences relate to stress and self-care. Findings from Theme 2 showed that transparent
communication between teachers and their administrators, colleagues, and students affects their
well-being both positively and negatively. Communication as an influence on teachers’ wellbeing was a new concept in the literature. However, after analyzing the effects of school culture
on teacher organizational commitment and well-being, Zhu et al. (2011) listed positive formal
relations as one of the most significant factors influencing teacher well-being. Lastly, findings
from Theme 3 suggest that collegial relationships played a central role in the support the
participants received at school, which is one factor that keeps them in the teaching profession
and positively impacts their well-being. The findings of Theme 3 align with previous research
that teachers place a high value on collegial support and relationships. Benevene et al. (2020)

67
reported a positive relationship between well-being and students, their families, colleagues, and
higher student outcomes. Løvgren (2016) found that having confidence and understanding your
job role and the expectation of it while feeling supported by coworkers were the most vital job
characteristics that correlate with emotional exhaustion and, by extension, employee well-being.
According to this study’s findings and prior research, their colleagues’ support improves their
well-being and resilience. However, evidence from this study shows there is still a need for
teachers to feel support from administrators.
Research Question 2
Interview findings aligned with Theme 1, which shows that teachers expressed
frustrations with school and organizational leadership. However, two outliers expressed that their
administrators and network leaders enhanced their well-being. While no research aligned directly
with the frustrations the participants outlined, it is worth noting that several researchers
connected leadership to teachers’ well-being (Devos et al., 2007; Mahfouz & Gordon, 2021; To
& Yin, 2021). Findings from Theme 2 showed that participants wanted increased support from
their administration. The type of support needed varied, but teachers appreciated having
meaningful support from their administration. Similarly, Chang et al. (2017) found a school
organizational climate construct such as support can harm teachers’ well-being and affect their
turnover. Findings from Theme 3 suggest the importance of teacher well-being on student wellbeing, classroom dynamics, and student behavior. The findings from Theme 3 align with the
literature on the impact teacher well-being can have on a child’s development, as a positive
experience in ECE is essential for future success. CSSP (n.d.) states that EC experiences lay the
foundation for later health, well-being, and learning. Additionally, Jennings and Greenberg
(2009) proposed a model of a prosocial classroom where the teacher’s SEC and well-being

68
influence the classroom atmosphere and student outcomes. Several of the model’s components
emphasize teachers’ SEC and well-being, enhancing student development outcomes. Therefore,
EC teachers must take care of their well-being to provide the best learning environment for
children (Jeon et al., 2017; Kwon et al., 2022).
Self-Efficacy
Self-efficacy was an additional theme discussed due to its association with overall wellbeing. Interview response findings revealed that the participants believed a teacher’s selfefficacy influenced a student’s self-efficacy. The finding aligns with literature on the same topic,
such as when Schunk (2020) referred to a person’s sense of self-efficacy as the belief that they
can take action to accomplish a goal or task independently. In connection to school performance,
teachers’ views on the role their self-efficacy plays in school performance, also supported by
survey data, showed that teachers believe their self-efficacy influences school performance.
Similarly, Zee and Koomen (2016) found that teachers with higher TSE were more likely to have
higher job satisfaction and increased performance. Interview and survey data suggest that TSE
influences students’ self-efficacy and school performance by way of improved teacher
performance.

69
Limitations
The study focused on teachers in a single city in a Southern state. The results are not
generalizable to the rest of the state or population. Since this study relied on self-reported data
from surveys and interviews, limitations could include respondent validity. Another limitation of
this study was participant bias or social desirability bias. While interviewing, the participants
may have shared what they would like to accomplish rather than what they genuinely do in their
classrooms or personal lives. While the sample was purposeful because participants met the
study criteria, I used convenience sampling because of my relationship with many schools in the
participants’ city. I also used snowball sampling because study participants referred other EC
teachers they worked with.
Implications for Practice
This study explored the beliefs, experiences, practices, and attitudes of EC teachers and
their well-being. Study findings highlighted several themes that inform educational practitioners
working in pre-kindergarten through third grade: school and district leaders. The study sought to
provide valuable information for school and district leaders on factors that influence EC through
third-grade teachers’ well-being. Most importantly, the study aimed to provide a voice of
representation for EC teachers and information to maintain their well-being amid work stressors.
Thus, this set a foundation for school and district leaders to support staff well-being. Based on
themes that emerged during interviews, two recommendations for practice will be unpacked and
detailed in the following subsections.

70
Recommendation for Practice 1: Wellness Check-Ins
One implication for practice is the need to review the frequency of wellness check-ins
with teachers. Most teachers discussed that a personal wellness practice or routine helps them
begin each school day in a better mood and can reduce their stress in the workplace. Some
teachers did not have consistent practices to manage their well-being and said that, for the most
part, getting through the day and year was their only practice. Weekly wellness check-ins with
administrators could provide space for teachers to communicate their needs for support to
manage challenges throughout the workday. It could also be a time to offer resources that
support teachers in creating consistent wellness practices in their personal lives. Administrators
can better support EC teachers and their mental health by providing these wellness check-ins.
Recommendation for Practice 2: Evaluate What Support Looks Like and the Type
Between Teachers and Administration
Another implication for practice is to evaluate what support looks like and the type of
support needed between teachers and administration. For various reasons, many EC teachers
noted individual support they did not have from their administration. The lack of support
teachers felt from their administration impacted their well-being negatively. With two
participants, it caused them not to go to their administration for support but rather to their gradelevel teammates when needed. This implication is important because it can cause teachers to feel
that their administrators do not understand the difficulties they face in the classroom and are
unwilling to provide assistance. As a result, this can lead to teachers feeling overwhelmed and
unsupported, which can negatively impact their wellness.

71
Cultural-Historical Activity Theory
One way to turn the intentions of the implications for practice into actions is using the
cultural-historical activity theory. Figure 8 provides a visual of how to turn the implications of
practice into actions. First, prioritizing improving EC teacher well-being can increase teachers’
wellness, retention, and job satisfaction and ultimately improve overall student outcomes. Next,
tools to make this happen are consistent wellness check-ins, tailored support determined by
teachers and administrators, and providing wellness resources. Those who can transform the
objective into action are organizational and school leaders. Rules to follow are to use wellness
check-ins to determine teachers’ needs, adjust throughout the school year based on teachers’
wellness, and make well-being a part of the school culture. The students’ families, the district or
charter network leaders, and the state department of education are additional stakeholders.
Finally, EC teachers, organizational and school leaders, and local school boards must work
interdependently to make this happen. First, EC teachers must be transparent about their wellness
and the support they need to maintain their well-being at work. Organizational and school site
leaders must commit to embedding wellness-related topics in their organizations and school
culture. Finally, local school boards, district leaders, or charter school network leaders must
support school leaders to consistently maintain and promote teacher well-being.

72
Figure 8
Cultural-Historical Activity Theory

73
Recommendations for Future Research
To expand on the findings of this study and strengthen it, I have listed three
recommendations for consideration for future research. The first is to provide EC teachers with
support and resources to manage their work-related stress. Next, is to study the relationship
between EC teacher well-being and student outcomes. Last is to strengthen the generalizability
of the study by gathering data from other EC teachers who live in different regions and work at
different school types. Overall, these recommendations provide a promising direction for future
research on stress management in EC teachers.
Recommendation 1 for Future Research: Workload and Stress Management Resources for
EC Teachers
One finding of this study suggests future research on adequate support and resources to
ensure teachers can manage their workload and stress and have opportunities for professional
learning experiences and growth. Other studies have also emphasized professional learning
experiences aligned to support SEL and well-being development in teachers and create a multilayered work culture that fosters teachers’ well-being, their needs, and feelings (Bachowski &
Brion, 2021; Isbell & Miller, 2023; Smith & Lawrence, 2019). Additionally, this study
demonstrates that teachers’ well-being is closely linked to their self-regulation, which can
directly impact student outcomes. Jennings (2015) suggested that the stress associated with
managing a classroom of young children may be alleviated to a certain extent by teachers who
are more mindful because they can better self-regulate.
Recommendation 2 for Future Research: Explore the Relationship Between EC Teacher
Well-Being and Student Outcomes

74
A second recommendation for future research is to study the relationships between EC
teacher well-being and EC child outcomes socially, emotionally, and academically. Smith and
Lawrence (2019) have made similar recommendations to counter teaching practices related to
stress and well-being. For example, they found that unfavorable teaching practices are related to
teacher stress, ultimately impacting their well-being. Many participants in this study cited their
beliefs that their well-being influenced or impacted the students’ well-being and the classroom
dynamics. Literature thus far focuses on EC programs such as Head Start, daycare settings,
private daycare settings, or teacher well-being as a whole. Minimal literature has studied the
impact of the well-being of teachers working with grades pre-kindergarten four through third
grade and its possible influence on EC students’ future outcomes. Future research could further
investigate correlations between the two variables because of the relationship between early
childhood educators and shaping their students’ developmental outcomes. Jennings (2015) also
recommended getting a better understanding and supporting teachers’ SEC and well-being to
promote resilience and improve their performance and the performance of their students.
Recommendation 3 for Future Research: Strengthen the Generalizability of Findings
A final recommendation for future research is to strengthen the generalizability of the
study’s findings. While generalizability was not the focus of this research, additional
investigation of other contexts in other states and school types would strengthen the applicability
of implications of practice. Future research should specifically focus on grades pre-kindergarten
four through third grade since the literature on well-being at these grade levels is very limited.
Expansion of data collection on the pre-kindergarten through third-grade teacher population
could allow for further inferences from the 2022 RAND survey, which found that teacher wellbeing was lower than that of other working adults. Expanding a qualitative teacher sample could

75
strengthen recommendations made by the NEA to improve teachers’ working conditions by
having schools and districts tailor recommendations and solutions to each school or district’s
needs based on teacher voice and input. It could also shed light on the relationship between EC
teacher well-being and EC student well-being and its connection to future student outcomes
academically and behaviorally.

76
Conclusions
Teacher well-being matters. Early childhood teachers work with an impressionable age
group with a heavy emphasis on self-regulation and SEL development. This study’s participants
name the impact their well-being can have on classroom dynamics, including student well-being.
When teachers have a healthy sense of well-being, they can better manage their classrooms and
create more positive learning environments for students. Additionally, when teachers have a
healthy sense of well-being, they are more resilient and better equipped to handle challenging
situations. This study offers practitioners additional insight into the implications of EC teachers’
well-being on the teachers themselves and the students they teach.

77
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Appendix A: Recruitment Letter With a QR Code Linked to the Interest Form
The following sections present the introduction and recruitment statements used in this
study.
Introduction Letter
I am a doctoral student at the University of Southern California. I am studying the wellbeing practices of early childhood (EC) teachers (i.e., pre-kindergarten 4 through 3rd grade). I
am particularly interested in exploring the beliefs, attitudes, experiences, and practices of EC
teachers’ well-being and its direct connection to social and emotional competencies, effective
classroom practices, and the capacity to support student well-being.
Recruitment Letter
I am interested in surveying and interviewing early childhood teachers (i.e., prekindergarten 4 through 3rd grade) who use social-emotional learning (SEL) interventions or use
SEL curriculum with their students. All information shared in the interest form, survey, and
interview will be kept confidential and destroyed once the data has been transcribed.
Pseudonyms will be used instead of names, schools, and the city where the schools are located.

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Table A1
Study Interest Form
Item Response option
First name Open-ended
Last name Open-ended
Email address Open-ended
How long have you worked as an early childhood
teacher (i.e., Pre-K4–3rd grade)?
0–1 year
2–4 years
5–7 years
8–10 years
10 or more years
Have you used social-emotional learning (SEL)
interventions or SEL curriculum in your
classroom practices?
Yes
No

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Appendix B: Informed Consent/Study Information Sheet
INFORMATION/FACTS SHEET FOR EXEMPT NON-MEDICAL RESEARCH
Study Title: Teacher Well-being Matters: A Qualitative Study on Early Childhood Teacher
Well-being, Their Experiences, and Perspectives
You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. This document explains information about this study. You should
ask questions about anything that is unclear to you.
PURPOSE OF THE STUDY
This study aims to add to the growing literature on the importance of ECE teachers’ well-being by
training, supporting, and developing social-emotional competence in ECE teachers. The study
seeks to understand EC teachers’ beliefs, attitudes, and current behaviors regarding managing their
well-being since neglecting it can negatively affect students and their work organizations.
PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to complete a 10-item survey that will take
10 minutes to complete and to participate in a 30 minutes semi-structured one-on-one interview
and a 30-minute one-on-one follow-up interview (if necessary). All interviews will be recorded on
Zoom. You do not have to answer any questions you do not want to on the survey or during the
interviews. If you do not want to be recorded during the interview, handwritten notes will be taken.
ALTERNATIVES TO PARTICIPATION
Your alternative is to not participate. Your relationship with your employer will not be affected
whether you participate or not in this study.
CONFIDENTIALITY
Brandi Kent will be the Principal Investigator of this study. Any identifiable information obtained
in connection with this study will remain confidential. Your survey and interview responses will
be coded with a false name (pseudonym) and maintained separately. You will have the right to
request your survey responses not be used in the study. You will have the right to review and omit
the Zoom recording or transcripts of the one-on-one interviews. All Zoom recordings related to
this study will be destroyed once they have been transcribed. The survey responses and interview
transcripts will be stored on a password-protected computer, which only the Principal Investigator
can access.
The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research studies
to protect the rights and welfare of research subjects.
INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns about the study, please contact the following individuals:
Principal Investigator: Brandi Kent
Faculty Advisor: Maria Ott, Ed.D

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IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu

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Appendix C: Survey
The following sections present the survey used in this study.
Introduction
I am a doctoral student at the University of Southern California. I am studying the
emotional well-being practices of early childhood (EC) teachers. I am particularly interested in
exploring the beliefs, attitudes, experiences, and practices of EC teachers’ well-being and its
direct connection to social and emotional competencies, effective classroom practices, and the
capacity to support student well-being. I am surveying multiple early childhood education (ECE)
teachers in this school district to gain further information from their perspectives and experiences
and have requested to survey you because you are a teacher in this school district working
directly with ECE students. The survey will take approximately 10 minutes to complete. Your
responses to this survey will remain anonymous and cannot, in any way, be identified with you.
You can stop anytime or skip questions you prefer not to answer. If you choose to continue, you
are volunteering to participate in this survey. If you decide to continue, I appreciate the time that
you will set aside to complete this survey.

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Table C1
Survey Items and CF alignment
Item Response option Type
How would you describe yourself as? Black
White
Indigenous/Aboriginal
Hispanic or Latinx
Asian
Two or more
o _______
Prefer not to answer
Q: Demographic
Which gender identity do you
identify with?
Female
Male
Transgender female
Transgender male
Gender variant/nonconforming
Not listed: ____
Prefer not to answer
Q: Demographic
How long have you worked as an
early childhood teacher?
0–1 year
2–4 years
5–7 years
8–10 years
10 or more years
Q: Demographic
To what level do you agree/disagree
that individual factors in your
personal life impact your emotional
well-being at work?
1: Strongly disagree
2: Disagree
3: Neither agree nor
disagree
4: Agree
5: Strongly agree
CF: Individual factors
Research shows that teachers are
leaving the field at mass rates
within their first 5 years. To what
level do you agree/disagree that a
teacher’s emotional well-being
influences this mass exodus of the
education field?
1-Strongly disagree
2: Disagree
3: Neither agree nor
disagree
4: Agree
5: Strongly agree
CF: External factors
To what level do you agree/disagree
that external factors in your
1-Strongly disagree
2: Disagree
CF: External factors

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Item Response option Type
professional life impact your
emotional well-being at work?
3: Neither agree nor
disagree
4: Agree
5: Strongly agree
To what level do you agree/disagree
that organizational factors in your
professional life impact your
emotional well-being at work?
1-Strongly disagree
2: Disagree
3: Neither agree nor
disagree
4: Agree
5: Strongly agree
CF: Organizational
factors
What level of importance would you
indicate your direct manager or
network organization leaders place
on your well-being at your school
site?
1: Not at all important
2: Low Importance
3: Slightly important
4: Neutral
5: Moderately important
6: Very important
7: Extremely important
CF: Organizational
factors
To what extent do you believe teacher
self-efficacy affects school
performance?
1: No effect
2: Minor affect
3: Neutral
4: Moderate affect
5: Major affect
CF: Teacher selfefficacy
To what extent do you believe your
well-being as a teacher affects
student well-being?
1: No effect
2: Minor effect
3: Neutral
4: Moderate effect
5: Major effect
CF: Teacher and
student self-efficacy
Closing
This concludes the end of this survey. Thank you for sharing your responses with me!
Everything you have shared is helpful for my study.

95
Appendix D: Interview Protocol
Thank you for agreeing to participate in my study. I appreciate the time that you have set
aside to answer my questions. As I mentioned, the interview should take about 30 minutes; does
this time still work for you?
Introduction
Before we get started, I would like to remind you about this study and answer any
questions you might have about participating in this interview. As a reminder, you can find an
overview of this study in the Study Information Sheet provided to you. I am a student at the
University of Southern California. I am studying the emotional well-being practices of early
childhood teachers. I am particularly interested in exploring the beliefs, attitudes, experiences,
and practices of early childhood teachers’ well-being and its direct connection to social and
emotional competencies, effective classroom practices, and the capacity to support student wellbeing. I am interviewing multiple early childhood teachers in the area about this to gain further
information from their perspectives and experiences. I have requested to interview you because
you are an early childhood teacher in this school district working directly with early childhood
students.
I assure you that I am strictly wearing the hat of a researcher today. What this means is
that the nature of my questions is not evaluative. I am not making any judgments or assumptions
about your performance as a teacher. My goal is to understand your perspective.
Do you have any questions about the study before we get started? I will record our
interview via Zoom today to accurately capture what you share with me. The recording is solely
for my purposes to best capture your perspectives and will not be shared with anyone. May I
have your permission to record our conversation?

96
Questions (With Transitions)
1. I would like to start by asking some background questions about your experience.
1. What positions have you held in the field of education?
2. How long have you worked as an early childhood teacher?
2. Now, I would like to ask you some questions about individual factors that may have
informed your beliefs or attitudes about emotional well-being.
1. Tell me about any lived experiences that may have informed your personal
beliefs on emotional well-being.
2. Describe your personal beliefs about emotional well-being.
3. I would like to ask you some questions about specific practices you regularly execute
to maintain your emotional well-being when needed.
1. What practices do you use daily, if any, to manage your emotions in your
personal life?
2. Let’s talk a little more about xxxx practice. How, if at all, does that personal
management practice influence the way you support students’ emotional wellbeing?
4. I will now ask you questions about external factors in your professional environment
that may impact teacher well-being.
1. Research shows that teachers are leaving the field at mass rates within their
first 5 years. One factor that is attributed to this exodus is emotional wellbeing. Describe any external factors that may impact or are currently
impacting your emotional well-being as a teacher.

97
2. Tell me about a time that an external factor arose that directly impacted your
emotional well-being and any practices used, if any, to maintain your wellbeing.
5. I will now ask you questions about organizational factors that may impact teacher
well-being.
1. Describe the organizational factors, if any, that may impact or are currently
impacting your emotional well-being as a teacher.
2. Describe the support you receive from your organization, if any, to navigate
stressors that arise that may impact your emotional well-being.
6. Finally, I would like to ask you some questions about teacher self-efficacy.
1. You may have heard of the psychologist Albert Bandura. I’ve been studying
his work, and he describes self-efficacy as people’s beliefs about their
capabilities to learn or perform actions at designated levels. This applies to
any individual. What role do you believe, if any, a teacher’s self-efficacy
plays in student self-efficacy?
2. What is your opinion on teacher self-efficacy and its connection to school
performance?
Closing
Thank you for your valuable time sharing your thoughts with me today! I appreciate your
time and willingness to share. Everything you have shared is helpful for my study. If I find
myself with a follow-up question, can I contact you, if needed, by email? Again, thank you for
participating in my study.

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Asset Metadata

Creator Johnson, Brandi (author)

Core Title Teacher well-being matters: an explorative study of early childhood teacher well-being, their experiences, and perspectives

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership (On Line)

Degree Conferral Date 2024-05

Publication Date 04/25/2024

Defense Date 03/21/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag Early childhood,educator wellness,OAI-PMH Harvest,self-efficacy,social and emotional competence,social and emotional learning,teacher well-being

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor (Cash, David), Ott, Maria (committee chair), Thompson, Yashama (committee member)

Creator Email brandijohnsonkent@gmail.com,brandike@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113911863

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Legacy Identifier etd-JohnsonBra-12858

Document Type Dissertation

Format theses (aat)

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Repository Email cisadmin@lib.usc.edu