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 |
|---|---|
| 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 |
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| Items | – Name: Title Label: Title Group: Ti Data: Under a 'Torrential Wave of Expectations and Requirements': An Ecological Investigation of New Teacher Well-Being in District Support Systems – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Emily+Reich%22">Emily Reich</searchLink><br /><searchLink fieldCode="AR" term="%22Joy+Esboldt%22">Joy Esboldt</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Teacher+Leadership%22"><i>International Journal of Teacher Leadership</i></searchLink>. 2025 14(1):81-97. – Name: Avail Label: Availability Group: Avail Data: 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 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 17 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Beginning+Teachers%22">Beginning Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Leadership%22">Teacher Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Needs%22">Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Load%22">Teaching Load</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Wellness%22">Wellness</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1934-9726 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1479449 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 81 Subjects: – SubjectFull: Beginning Teachers Type: general – SubjectFull: Well Being Type: general – SubjectFull: Urban Schools Type: general – SubjectFull: Barriers Type: general – SubjectFull: Mentors Type: general – SubjectFull: Teacher Leadership Type: general – SubjectFull: Needs Type: general – SubjectFull: Teaching Load Type: general – SubjectFull: Teaching Experience Type: general – SubjectFull: Faculty Development Type: general – SubjectFull: Wellness Type: general – SubjectFull: California Type: general Titles: – TitleFull: Under a 'Torrential Wave of Expectations and Requirements': An Ecological Investigation of New Teacher Well-Being in District Support Systems Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Emily Reich – PersonEntity: Name: NameFull: Joy Esboldt IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-electronic Value: 1934-9726 Numbering: – Type: volume Value: 14 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Teacher Leadership Type: main |
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