Date of Award
2025
Degree Name
Doctor of Education
Schools and Centres
Education
Abstract
The purpose of this research was to explore the wellbeing experiences of newly employed teachers at high-fee-paying, independent, Pre-Kindergarten to Year 12 schools in Perth, Western Australia. The research explored two factors: experiences that enhance teacher wellbeing and experiences that diminish the wellbeing of newly employed teachers in these schools.
The review of literature highlighted four areas that formed the conceptual framework for the thesis. These four areas were the role of the teacher, wellbeing defined, the factors enhancing teacher wellbeing and the factors diminishing teacher wellbeing. These areas led to the development of the primary research question and the three specific research questions that guided the research. The specific research questions focused on exploring the experiences which enhanced and the experiences which diminished the wellbeing of newly employed teachers at high-fee-paying, independent, Pre-Kindergarten to Year 12 schools in Perth, Western Australia.
The research design was qualitative. The epistemology was constructivist, and the theoretical perspective was interpretivism (symbolic interactionism). The methodology used in this study was an instrumental case study. Data for the research were gathered from multiple sources through a demographic survey, a document search, and hour-long, semi-structured and open-ended interviews with 15 newly employed teachers and three key informants and researcher field notes. The newly employed teachers were sourced from three case schools and the three key informants, one from each case school, were school-based senior leaders with experience in the portfolios of Human Resources, Wellbeing and/or School Operations, each with in-depth knowledge of teaching staff.
The research suggested that human connection, professional growth and school structures were supports which enhanced newly employed teacher wellbeing. Human connection supports were positive relationships, supportive school culture, behaviour management support, connection and values alignment. Professional growth supports were professional learning, applying new ideas, access to resources, clear role expectations, acknowledgement and feedback, collegial collaboration and job security. School structure supports were workload considerations, support with demanding parents, behaviour management policies and procedures, structures to relieve teacher pressure, competitive salary and conditions, teacher mentors and support with programs and courses.
As a result of this research, a framework was developed to support the wellbeing of newly employed teachers. The framework fused insights from the literature review with results from the research. The research also culminated in 10 recommendations. The framework and recommendations could be used by the principals and senior leaders of high-fee-paying, independent, Pre-Kindergarten to Year 12 schools in Perth, Western Australia to support the wellbeing of new recruits. These supports may assist newly employed teachers to experience a smoother transition to their new schools and experience professional success. There also exists a possibility that the framework and recommendations could be used by these principals and senior leaders to enhance the wellbeing of all teachers. The framework and recommendations may deliver benefits to principals, senior leaders and teachers from schools beyond the independent sector in Western Australia. The research also generated several suggestions for further research related to the field of teacher wellbeing.
Publication Details
Aguiar, H. M. (2025). The Wellbeing Experiences of Newly Employed Teachers at High-Fee-Paying, Independent, Pre-Kindergarten to Year 12 Schools in Perth, Western Austalia [Doctor of Education]. The University of Notre Dame Australia. https://researchonline.nd.edu.au/theses/487