Teachers’ health and well-being in Türkiye: a qualitative study of workload, coping, and institutional support
Abstract
Background: Teachers’ psychological well-being is important for educational quality, school climate, and student outcomes. However, increasing workloads, administrative demands, and difficulties in maintaining work–life balance may place substantial pressure on teachers’ occupational and personal well-being.
Methods: This qualitative study explored teachers’ experiences of occupational workload, work–life balance, sources of stress, coping strategies, institutional support, and well-being in Türkiye. Semi-structured interviews were conducted with 30 teachers from preschool, primary, and secondary education settings in public and private schools. Data were analysed using reflexive thematic analysis informed by a phenomenological orientation, with attention to teachers’ lived experiences and meaning-making.
Results: Six themes were identified: occupational workload, work–life balance, sources of stress, coping strategies, institutional support, and teachers’ suggestions for enhancing well-being. Participants described heavy workloads, administrative pressures, limited time, and difficulties separating work from personal life as important sources of stress and emotional strain. Individual coping strategies, collegial relationships, and institutional resources were described as important supports for managing occupational demands. Participants also emphasised the need for supportive leadership, manageable workloads, professional development, and organisational practices that promote teacher well-being.
Conclusions: Teachers’ well-being is closely connected to how occupational demands are experienced alongside available individual and organisational resources. Efforts to improve teacher well-being should therefore extend beyond individual coping strategies and include supportive institutional practices, manageable workloads, and working conditions that facilitate work–life balance. These findings highlight the relevance of teacher well-being to educational quality and public health.
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BibTeX
@article{is2026teachers,
title = {{Teachers’ health and well-being in Türkiye: a qualitative study of workload, coping, and institutional support}},
author = {Engin İş and Halil Karadaş},
journal = {BMC Public Health},
year = {2026},
month = oct,
doi = {10.1186/s12889-026-29759-y},
url = {https://link.springer.com/10.1186/s12889-026-29759-y},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Teachers’ health and well-being in Türkiye: a qualitative study of workload, coping, and institutional support
AU - Engin İş
AU - Halil Karadaş
PY - 2026
DA - 2026/10/02
JO - BMC Public Health
DO - 10.1186/s12889-026-29759-y
UR - https://link.springer.com/10.1186/s12889-026-29759-y
AB - Background: Teachers’ psychological well-being is important for educational quality, school climate, and student outcomes. However, increasing workloads, administrative demands, and difficulties in maintaining work–life balance may place substantial pressure on teachers’ occupational and personal well-being. Methods: This qualitative study explored teachers’ experiences of occupational workload, work–life balance, sources of stress, coping strategies, institutional support, and well-being in Türkiye. Semi-structured interviews were conducted with 30 teachers from preschool, primary, and secondary education settings in public and private schools. Data were analysed using reflexive thematic analysis informed by a phenomenological orientation, with attention to teachers’ lived experiences and meaning-making. Results: Six themes were identified: occupational workload, work–life balance, sources of stress, coping strategies, institutional support, and teachers’ suggestions for enhancing well-being. Participants described heavy workloads, administrative pressures, limited time, and difficulties separating work from personal life as important sources of stress and emotional strain. Individual coping strategies, collegial relationships, and institutional resources were described as important supports for managing occupational demands. Participants also emphasised the need for supportive leadership, manageable workloads, professional development, and organisational practices that promote teacher well-being. Conclusions: Teachers’ well-being is closely connected to how occupational demands are experienced alongside available individual and organisational resources. Efforts to improve teacher well-being should therefore extend beyond individual coping strategies and include supportive institutional practices, manageable workloads, and working conditions that facilitate work–life balance. These findings highlight the relevance of teacher well-being to educational quality and public health.
SN - 1471-2458
ER -