Date of Award
Spring 4-6-2026
Document Type
Dissertation (799 registration)
Degree Name
Doctor of Education in Educational Leadership
Department
Graduate Studies
Committee Chair
Michael Coquyt
Keywords
teacher wellness, early career teachers, teacher retention, specialist teachers, mental health, job satisfaction
Abstract
This study explored teacher wellness among early-career elementary specialist teachers in rural Minnesota schools to address low retention among specialists. The research was guided by self-determination theory (Deci & Ryan, 1987) and the job demands-resource model (Bakker & Demerouti, 2007), which together examined teacher wellness through understanding what motivates teachers and the role of demands and resources in their job, with relation to understanding teachers’ emotional, physical, and mental well-being and overall job satisfaction. A qualitative phenomenological approach was utilized, with data being collected through interviews with six participants. Findings suggested that teacher wellness is a balance among internal motivation, boundary-setting, and external supports such as administrative encouragement, manageable schedules, and collaborative relationships with colleagues. These findings highlight the need for more wellness initiatives tailored to the specialist context. This study contributes to the broader field of teacher wellness and retention by reframing wellness as a construct that is both personal and systemic, with many dimensions.
Recommended Citation
Thompson, Jessica E., "Understanding Teacher Wellness: A Phenomenological Exploration of Mental Health, Physical Health, and Job Satisfaction of Current First Through Fifth Year Rural Minnesota Elementary Specialist Teachers" (2026). Dissertations, Theses, and Projects. 1145.
https://red.mnstate.edu/thesis/1145