Well-being of women English language teachers: perceptions and lived experiences

Abstract

This study explores women English-language teachers’ perceptions and experiences of well-being in public colleges in Nepal. Although teacher well-being has received increasing scholarly attention, research on well-being in Nepal has largely focused on school settings, with limited attention to the gendered experiences of women English language teachers in higher education. Addressing this gap, the study examines how these teachers perceive, experience, and negotiate well-being across personal, institutional, and sociocultural contexts. Guided by an interpretive research paradigm and narrative inquiry as a method, the study draws on stories collected through in-depth interviews with four women faculty members from public campuses in Nepal's inner Terai region. Participants’ narratives were interpreted through the lens of Ecological Systems Theory. The findings reveal that teacher well-being is shaped by interconnected influences at the micro-, meso-, macro-, and chronosystem levels. Supportive classroom environments, positive student interactions, and collegial relationships emerged as important sources of professional satisfaction and well-being. Likewise, family support, collaborative workplace relationships, work satisfaction, and a balanced personal and professional life enhanced teachers’ resilience and professional engagement. However, entrenched gender expectations and restrictive sociocultural norms constrained their well-being and professional growth. The study contributes to the literature on women teacher well-being and offers insights for policymakers and educational leaders seeking to create supportive environments that enhance teacher well-being and student learning outcomes.