Factors affecting teachers’ wellbeing in the workplace : an in-depth analysis of teachers’ experiences in Maltese state secondary schools

Abstract

Albeit vital, the student-centred approach to improving education in Malta does not place enough emphasis on teachers’ mental health and wellbeing. Furthermore, research on the organisational factors affecting teachers in Maltese schools remains limited to assessing causes of stress, burnout, and job dissatisfaction. In an attempt to elicit the value of workplace practices in Maltese state secondary schools, this study aimed to explore factors that are perceived to affect the wellbeing of teachers. Using a purposive sampling strategy, six qualified and warranted teachers currently employed in middle and upper state secondary schools in Malta were recruited for this study. Individual semi-structured interviews were used to draw upon participants’ lived experience and develop an understanding of teacher wellbeing and its contributing factors. Data analysed using Interpretative Phenomenological Analyis (IPA) identified three superordinate themes. Findings indicated that teacher wellbeing in Malta is influenced by both internal and external factors which include preparedness and emotional resilience, public perceptions, student behaviour and diversity, as well as workload and school cultures. It is suggested that findings from this study could be used to inform further research on teacher wellbeing in Malta and develop tailored wellbeing policies for Maltese schools.