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Teacher well-being has been a persistent issue in education, and the COVID-19 pandemic marked a significant turning point, intensifying existing challenges and highlighting the need for greater support. A found that teachers were more likely to report experiencing poor well-being across all indicators than their peers in other fields, with 53% reporting feeling burned out. And as teacher and administrator resignation rates remain above pre-pandemic levels, education is reaching a critical juncture.

Megan Sharkey, a doctoral student in educational psychology in the at 91����, is hoping her research on teacher well-being will give districts and divisions the insights needed to get teachers the support they need.

Prior to coming to George Mason, Sharkey taught elementary, special education, and early childhood education for almost 20 years. Across public, charter, and private schools from the Bronx in New York City to New Orleans and Northern Virginia, Sharkey's experiences teaching across varied geographical settings, demographics, and school systems shaped her approach to research.

“She’s unique in that not only does she have the knowledge of where we are and where we’re headed from a research perspective, but she also has the practical, firsthand understanding of how teacher well-being implicates the lives of many educators across different settings and systems,” said , associate professor of education and Sharkey’s dissertation chair.

As the COVID-19 pandemic wore on, Sharkey’s experiences teaching under increasingly challenging conditions helped narrow her research interests to teacher well-being.

“I just felt like our story [as teachers] during COVID-19 wasn’t being told,” she said. “We value education. We work hard for the best outcomes for our students and families. At times, that goes unnoticed, and I wish our world valued the work of educators more.”

Now, she’s hoping her dissertation research will help educators, administrators, and schools better understand where wellness support is needed. With funding from the American Education Research Association (AERA) Stress, Coping, and Resilience Special Interest Group (SIG), Sharkey is working with a large school division in Northern Virginia to examine teacher, school, and organizational well-being efforts with a focus on elevating teachers’ voices to better understand and address comprehensive educator well-being resources and supports.

Sharkey’s research aims to answer two main questions: how are teachers’ well-being perceptions shaped by organizational policies and supports, and in what ways do teachers explain their well-being in relation to their daily work experiences? This includes looking at district- and administrative-level supports for educators, as well as surveying and interviewing teachers to understand how they experience and interpret their well-being across personal, professional, and organizational domains. It’s an approach that allows Sharkey to look at the layers of impact, from the macro level of administration to the micro level of one-on-one teacher/student interaction.

“Administrators want to build the workforce, and they want teaching to be a sustainable career path. Turnover is hard, and turnover is expensive,” said Sharkey. “And retaining teachers begins with understanding working conditions and why teachers leave the profession.”

Sharkey noted that recent research on teacher well-being shows how it can have a big impact on school culture and student achievement. Like with any job, employee satisfaction improves workplace climate. In schools, these effects can extend into the classroom, as a more positive school climate has been associated with a range of student outcomes, including engagement, attendance, and academic performance.  When teachers are supported with the conditions they need to show up as their best selves, students benefit.

“This type of research is at the intersection of scholarship, policy, and applied practice and will have a real contribution to the daily lives of education professionals and the organizational structures of our school divisions,” said Levine-Brown.

“I’m incredibly grateful for the research practice partnerships I’ve built during this process,” said Sharkey. “Through them, there’s real opportunity for this research to have direct impacts on Northern Virginia educators.”