The COVID-19 pandemic has necessitated rapid adjustments by teachers to ensure effective education. This shift in circumstances has created a more challenging working environment for teachers, leading to growing concerns about their occupational well-being both nationally and globally. While adapting to change and sustaining professional well-being are crucial for teachers, it is equally important to address their well-being during the pandemic. This study aims to contribute to the existing literature by employing questionnaires and semi-structured interviews to explore the occupational well-being of in-service teachers in Hanoi, Vietnam. Additionally, it seeks to examine their perceptions of school leaders’ efforts to enhance teachers’ well-being during the COVID-19 pandemic.
Convenience sampling was utilized to collect questionnaire data from 103 in-service teachers and lecturers in Hanoi, Vietnam, between 2021 and 2022. Moreover, a purposive sampling approach was employed to select eight participants for semi-structured interviews. The questionnaires and interviews formed the primary methods of data collection for this study.
The findings of this study indicate that, overall, the participants exhibited a moderate level of occupational well-being. It was also observed that the participants received support from school leaders in terms of professional development, flexibility, and well-being activities during the COVID-19 pandemic. These results provide valuable insights for teachers to understand their personal occupational well-being and contribute to institutional awareness.
The outcomes of this study have significant implications for teachers and principals. They shed light on the promotion of teachers’ occupational well-being during this critical period. Furthermore, the study illustrates how education stakeholders can play a role in enhancing teachers’ well-being. The discussion delves into the importance of personal occupational well-being and institutional awareness, emphasizing the need for collaboration among various stakeholders to create a conducive environment for teachers.