This study explores how teacher wellbeing is influenced across different levels of the school ecological system. Framed through the lens of basic psychological needs theory (BPNT) and Bronfenbrenner's ecological systems theory (EST), it aims to identify systemic supports and barriers to teacher wellbeing, moving beyond individual resilience narratives.
A critical realist methodology was employed to conduct a secondary analysis of six semi-structured interviews with Irish primary school teachers across educationally disadvantaged and non-disadvantaged settings. A framework-based thematic approach integrated BPNT with Bronfenbrenner's EST, enabling a layered exploration of how structural and psychological mechanisms shape teacher wellbeing across ecological levels.
Findings reveal that teacher wellbeing is shaped by intersecting microsystem to chronosystem factors. Supportive leadership, collegiality and meaningful pupil relationships enhance wellbeing, while accountability pressures, workload intensification and relational conflict inhibit it. Satisfaction/frustration of one psychological need influenced others, creating positive/negative feedback loops.
Due to the small sample and secondary analysis design, generalisability is limited. However, the research offers nuanced insight into wellbeing as an embedded, systemic experience and highlights key areas for future policy and empirical focus.
Insights point to the need for leadership practices and policy shifts that foster autonomy and professional trust, staff cohesion strategies and systemic safeguards for teacher wellbeing.
Teacher wellbeing directly impacts student development and educational equity. Addressing systemic conditions can benefit whole-school ecosystems and mitigate burnout-related attrition.
This study uniquely integrates BPNT within EST to model teacher wellbeing as a dynamic, interdependent phenomenon, offering a practical diagnostic tool for educational reform.
