Publications [#372429] of Kathryn Whetten

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Journal Articles

  1. Huynh, HV; Proeschold-Bell, RJ; Sohail, MM; Nalianya, M; Wafula, S; Amanya, C; Vann, V; Loem, P; Baghdady, AM; Al-Khalaf, MS; Namestnik, A; Whetten, K. "What processes or key components do teachers attribute to their well-being? A cross-cultural qualitative study of teacher well-being in Cambodia, Kenya, and Qatar." Psychology in the Schools 60.12 (December, 2023): 4967-4987. [doi]
    (last updated on 2026/01/22)

    Abstract:
    The study of teacher well-being is critically important. However, teacher well-being studies are lacking in Africa, Asia, and the Middle East, and also generally in low-income countries. This exploratory case study sought to identify teachers' perceptions of work-related characteristics and personal practices associated with well-being and burnout in three underrepresented, diverse sites: Battambang, Cambodia; Bungoma, Kenya; and Doha, Qatar. Ninety teachers participated in in-depth interviews (Qatar N = 21, Cambodia N = 33, Kenya N = 36), as well as 16 principals and 11 policymakers. Qualitative analysis was conducted using data-driven, emergent codes. Findings revealed that teachers attributed remarkably similar processes and key components to their well-being (e.g., engagement school-wide or district-wide, schools attending to teachers' personal needs) and burnout (e.g., administrative burden, student misbehavior) across all three sites, with a few notable differences worthy of future follow-up. Few teachers could name any well-being programs at their school.

Kathryn Whetten

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