Well-Being: An Intrinsic Framework for Teacher Longevity

Degree Date


Document Type


Degree Name

Doctor of Education



First Advisor

Frederick Dressen

Second Advisor

Mark Parr

Third Advisor

Joe Hill


This qualitative study used focus groups and follow-up individual case studies guided by a constructivist philosophical approach. Ten teachers with ten or more years of teaching experience were recruited to study how well-being provided a crucial, intrinsic framework for teacher longevity. This study aimed to expand the understanding of teacher longevity since much of the literature and statistics focus on teacher turnover within the first five years. The focus groups allowed for an organic conversation among experienced teachers reflecting on the five elements of the Rath and Harter framework: career well-being, social well-being, financial well-being, physical well-being, and community well-being. A cross-case analysis and with-in-case analysis of the focus groups yielded many commonalities that were supported and found in the literature. Five themes emerged with the experienced teachers that were surveyed: this group of teachers put themselves first, the teacher has a social support system at work and outside of work, the teachers love their careers, the teachers intentionally change the dynamic of the classroom, the teachers have and continue to adapt what works in the classroom to remote instruction during the COVID-19 pandemic. Future research could revisit participants to explore their well-being after the COVID-19 pandemic.

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