K-12 Educator Wellbeing in a Post-Pandemic Context: The Importance of Regularly Experiencing Even Some Positive Emotions

Abstract

This study utilized panel data to examine how educators’ range of experienced positive emotions related to their reports of well-being and emotions across a semester. It also sought to understand how professional characteristics interact with emotional experiences to predict well-being. Results indicated that a greater experience of positive emotions was positively related with well-being. Certain sub-groups were more vulnerable to lower levels of well-being when they experienced no positive emotions: classroom teachers, elementary and middle school educators, and less experienced educators. This suggests the particular importance for these groups to experience at least some positive emotions. We discuss implications for school leaders.