“SHIELDing” Our Educators: Comprehensive Coping Strategies for Teacher Occupational Well-Being

Abstract

Background: Teaching is a physically and mentally challenging profession that demands high emotional involvement, often leading to stress and anxiety. Understanding how teachers cope with these demands is essential for enhancing their well-being and effectiveness. Objectives: This study aimed to (1) investigate personal and school-based well-being initiatives that teachers use for maintaining their occupational well-being, and (2) develop a coping strategy model that enhances teachers’ occupational well-being. Methods: This study utilised a qualitative phenomenological approach to explore the coping strategies of Australian primary school teachers. Results: The twenty-one participants interviewed employed ten diverse coping strategies classified into five personal and five school-based well-being-enabling initiatives. The personal strategies included setting boundaries, exercise and physical health, social support and interactions, mental health and mindfulness, and work–life balance. The school-based initiatives comprised supportive leadership, colleague support, flexibility and autonomy, resource availability, and proactive approaches to address challenges. A novel SHIELD model incorporating Support, Health, Interaction, Empathy, Leadership, and Development strategies was formulated as a holistic coping strategy for enhancing teachers’ occupational well-being. Conclusions: The findings highlight the necessity of a holistic approach to teacher well-being, integrating both personal and institutional support systems. Schools can enhance teacher well-being by fostering a supportive and empathetic culture, providing necessary resources, and encouraging healthy lifestyles. The SHIELD model offers a comprehensive framework for supporting teachers and improving educational outcomes.

Keywords

• coping strategies
• stress
• teacher well-being
• collaboration
• social support