Under a 'Torrential Wave of Expectations and Requirements': An Ecological Investigation of New Teacher Well-Being in District Support Systems
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| Title: | Under a 'Torrential Wave of Expectations and Requirements': An Ecological Investigation of New Teacher Well-Being in District Support Systems |
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| Language: | English |
| Authors: | Emily Reich, Joy Esboldt |
| Source: | International Journal of Teacher Leadership. 2025 14(1):81-97. |
| Availability: | California State Polytechnic University, Pomona. 3801 W. Temple Avenue, Pomona, CA 91768. Tel: 909-869-3935; e-mail: ijtl@cpp.edu; Web site: https://www.cpp.edu/~ceis/education/international-journal-teacher-leadership/index.shtml |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Beginning Teachers, Well Being, Urban Schools, Barriers, Mentors, Teacher Leadership, Needs, Teaching Load, Teaching Experience, Faculty Development, Wellness |
| Geographic Terms: | California |
| ISSN: | 1934-9726 |
| Abstract: | Numerous organizational factors strain teacher wellness. Through a Research-Practice Partnership, this ecologically-framed study examines how a central office team in a large, urban school district in California strove to address teacher wellness and retention challenges through implementing system-wide programming and mentoring for new teachers. Findings reveal that new teachers named overwhelm as the major barrier to their well-being. Moreover, professional pressures on new teachers created an environment where even well-intentioned wellness interventions risked being perceived as additional tasks that intensified overwhelm and were barriers to wellness. Leaders addressed these barriers by creating programming that directly met new teachers' stated needs by expanding access to teacher leaders through PD and mentorship. However, these efforts were ultimately constrained by multilevel structures. These insights are critical for policymakers and leaders seeking to support new teachers effectively. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479449 |
| Database: | ERIC |
| Abstract: | Numerous organizational factors strain teacher wellness. Through a Research-Practice Partnership, this ecologically-framed study examines how a central office team in a large, urban school district in California strove to address teacher wellness and retention challenges through implementing system-wide programming and mentoring for new teachers. Findings reveal that new teachers named overwhelm as the major barrier to their well-being. Moreover, professional pressures on new teachers created an environment where even well-intentioned wellness interventions risked being perceived as additional tasks that intensified overwhelm and were barriers to wellness. Leaders addressed these barriers by creating programming that directly met new teachers' stated needs by expanding access to teacher leaders through PD and mentorship. However, these efforts were ultimately constrained by multilevel structures. These insights are critical for policymakers and leaders seeking to support new teachers effectively. |
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| ISSN: | 1934-9726 |
