Factors influencing teacher wellbeing in faith-based Australian schools

Abstract

Teaching is an essential and complex profession, and teachers play a vital role in society. However, the demands associated with being a teacher seem to be negatively impacting teachers’ wellbeing more than ever before. Teachers are suffering from burnout, depression, and high stress more than any other similar profession. The overall wellbeing of teachers is at an all-time low which impacts not only teachers’ life satisfaction and retention but also students’ academic achievement. Therefore, improving teachers’ wellbeing is important for teachers, students, and schools. However, this is not an easy task as many factors influence a teacher’s wellbeing, crossing over personal and professional areas of responsibility, making it challenging to know where to begin. School leaders and administrators are especially struggling to understand their areas of influence and ability to affect positive change. The aim of this study was to contribute to the academic knowledge and understanding of how school leaders and administrators, specifically in faith-based schools, can enhance teacher wellbeing in practical ways. To achieve this aim, this study researched teachers’ perceptions of the factors affecting their wellbeing within the specific context of a faith-based school system in Australia, Adventist Schools Australia (ASA). It explored three categories of influences: job- related factors, non-job-related factors, and faith-based elements. A concurrent mixed-methods approach was used for this research, combining both quantitative and qualitative methodologies in two phases. Quantitative data was gathered, in Phase One of this study, through an online survey targeting teachers from ASA. Three hundred and sixty-four teaching staff completed the survey, representing a thirty per cent sample of the ASA teaching population. Qualitative data was obtained, in Phase One and Two of this study, through short answer questions in the online survey as well as semi-structured interviews with 161 participants purposefully chosen for their diverse backgrounds and professional experiences across ASA schools. Data analysis combined statistical analysis and Structural Equation Modelling (SEM) to unpack the Phase One quantitative data, with thematic analysis used to analyse Phase One and Two qualitative data and draw out overarching themes and implications. The findings indicated that teacher wellbeing is shaped by many interactions across multiple factors rather than isolated influences. Key negative impacts on teacher wellbeing include excessive workload, difficulty in managing student behaviour, and inconsistencies in school leadership and climate. On the other hand, positive impacts on teacher wellbeing include strong staff relationships, supportive leadership, and a positive spiritual focus. An important finding was the disconnect between what teachers perceive as significant to their wellbeing and what school leadership recognises or prioritises, signifying a need for better alignment and open dialogue to address teacher wellbeing effectively and proactively. This study also contributes to the academic knowledge regarding the influence of faith- based elements on teacher wellbeing, which is often overlooked in existing literature. Ultimately, this research offers actionable recommendations for school leaders and administrators to create an environment where teachers truly flourish—an outcome that benefits not just staff, but students and the broader educational community.