Exploring teacher wellness using poetic representation with teachers in their first five years
Date
2025
Authors
Leist, Linnea Rose
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Abstract
International pleas regarding proposals and plans to address the attrition of teachers have been continually documented by many organizations. One such organization is The United Nations Educational, Scientific, and Cultural Organization (UNESCO). The purpose of this hermeneutical phenomenological and poetic representation-based thesis was to explore how new
teachers conceptualized and have experienced teacher wellness. Ten new teachers, having five or fewer years of teaching experience were interviewed using one-to-one interviews following Patton’s (2002) interview guides for sampling and size of sample. McMullin’s (2023) framework on undertaking and reporting on transcription was also used. To report on findings, represent data, preserve participant voice, and promote meaning making, found poetry, a division of poetic representation, was used. Four themes emerged from the data: wellness as dimensions, wellness as balance, wellness as programs, and wellness as change. The third theme, wellness as programs, had an additional three sub-themes: wellness as programs for teacher support, wellness as program awareness for new teachers, and wellness as programs for community. This study was an important contribution as it provided an opportunity to add to the research on new teacher wellness through hermeneutical phenomenology and poetic representation.
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Keywords
Teacher wellness, Wellness, New teacher wellness, Poetic representation, Hermeneutical phenomenology, Found poetry, Poetry