Reframing teacher well-being: a case study and a holistic exploration through a Chinese lens

Abstract

ABSTRACT This research aims to explore the meaning and value of teacher well-being by delving into the intricate and dynamic of education, focusing on in-service teachers at a Beijing school. Leveraging an in-depth analysis of primary data, the study outlines the working conditions and work-life balance of these teachers, shedding light on the supportive conditions vital for fostering and maintaining their professional well-being. By examining positive outcomes and experiences at the case school, we identify key elements of teacher well-being at the individual, school, and societal levels. We assert that well-being, viewed as a dynamic balance between the self and environment, is not just a higher-order need for teachers, but also a legitimate right and persistent pursuit. The PERMA well-being framework, encompassing positive emotion, engagement, relationships, meaning, and accomplishment, serves as the analytical lens to explore teachers’ well-being. Embedded within these five dimensions is the profound impact of Chinese culture, which greatly contributes to the realisation of substantial and enduring spiritual rewards in teachers’ career.