Teacher Collaboration and Its Impact on Teacher Wellness: A Qualitative Study of the Benefits from Teacher Collaboration
Degree Date
5-2026
Document Type
Thesis
Degree Name
Doctor of Education
Department
Education
First Advisor
Laura Wangsness Willemsen
Abstract
This qualitative study explores the intersection of collaborative practices and teacher wellness within Minneapolis Public Schools (MPS). As educators face mounting demands— from COVID-19 impacts to budget constraints and societal pressures—understanding how collaboration supports teacher well-being has become increasingly urgent. Teacher wellness was examined through stress levels, workload, job satisfaction, professional commitment, connectedness, and trust among colleagues. Using an interpretivist qualitative methodology and thematic analysis, four central themes emerged: formal collaboration provided structure that contributed to teacher wellness; informal collaboration created opportunities to enhance teacher wellness; communication created networks of support; and relational connections and trust fostered teacher wellness. Teachers consistently reported that collaboration reduced stress, lightened workload, and increased job satisfaction through shared planning, resources, and mutual support. The findings reveal that building principals play a pivotal role in fostering collaboration through intentional master scheduling that provides common preparation times, dedicated team meeting periods, and proximity of classrooms. Equally important, effective collaboration requires teacher autonomy in partner selection and organic team formation based on shared values. Participants emphasized that trust, built through consistent communication and vulnerability, served as the foundation for successful collaborative partnerships. This study contributes to educational leadership scholarship by highlighting the direct benefits of collaboration for teachers themselves, rather than focusing solely on student achievement outcomes. The research demonstrates that collaborative practices are essential not 4 just for instructional effectiveness but for teacher retention and professional resilience. Recommendations include building logistical structures for collaboration, enabling shared decision-making and autonomy, and intentionally developing community and trust within school cultures. As school districts work to attract and retain high-quality educators, this study underscores that fostering collaborative communities may be paramount to sustaining teachers in an increasingly demanding profession. Keywords: teacher wellness, teacher collaboration, professional learning communities, trust, job satisfaction.