Teacher Anxiety And Well-Being In Boarding Schools Of Kathmandu: A Desk Review

Abstract

Boarding schools have organizational culture and policies that do not consider phenomenon of emotional labor experienced by teachers, and this place them as a high-risk group for developing stress and low job satisfaction. To ignore the obvious importance and interest of teachers' mental health is not only taking a toll on teacher happiness and well-being, but it also has drastic consequences for the learning environment and hence learning outcome for students. The purpose of the desk review study is  to analyse the anxiety and well-being of teachers in boarding schools respectively as per professional role, and personal role considering their impact on mental health. Applying Self-Determination Theory (SDT), this study provides a thematic analysis of literature, reports and institutional policy documents identifying role overload; professional identity conflicts, work-life balance, collegial support, and coping strategies. The results also revealed how role overload, ill-defined boundaries, and limited institutional support create a stressful climate that promotes burnout while collegial connections and coping support can foster teacher well-being. The study illustrated the potential of policy changes and institutions' added support of teachers that could reduce stress and increase motivation and well-being, benefiting the teacher, the learning environment more broadly, and teacher well-being.