An appreciative inquiry into the development of teacher well-being through organisational change: theory development and impications for practice

Occupational stress is known to be a primary factor in determining why teachers leave the profession. Schools face a critical challenge in retaining teachers, with attrition estimated to be roughly 10% per year (National Foundation for Educational Research, 2008). There is scant research dedicated to furthering ways of promoting teachers’ well-being as a protective factor against adversity, despite recognition that both teachers and pupils benefit (Roffey, 2012). Within a critical realist paradigm, this study examines the reflections of eight participants who took part in an Appreciative Inquiry (AI) that aimed to explore ways that teacher well-being could be improved in one Secondary School. A contextual description of the process is presented within an evaluative case study design. Qualitative semi-structured focus group data was analysed using Fereday & Muir-Cochrane’s (2006) hybrid thematic analysis. This allowed recent developments in AI theory to be tested, for contextual recommendations to be made regarding theory development, and for judgments to be made regarding the effectiveness of the approach. Findings support contemporary AI theory and highlight several noteworthy threats to practitioners who wish to use AI in schools. Consideration is given to the effectiveness of AI in planning change to promote teacher well-being