Connection, control, and competence: A career-stage perspective on teacher wellbeing

Teacher wellbeing is increasingly recognised as essential for sustaining an effective and resilient education workforce. However, most school-based initiatives adopt a universal approach that overlooks how wellbeing needs may differ across career stages. This qualitative study aimed to identify which activities in-service teachers believe contribute to their wellbeing and compare these perceptions across early-, mid-, and late-career stages. Drawing on self-determination theory, which emphasises the psychological needs of autonomy, relatedness, and competence, the study analysed open-ended survey responses from 138 Australian primary and secondary teachers. Thematic analysis identified both shared and stage-specific wellbeing needs. While collegial support and workload management were important across all stages, early-career teachers prioritised social connection; mid-career teachers emphasised recognition and leadership support, while late-career teachers valued structured collaboration and professional contribution. These findings suggest that a one-size-fits-all approach may be inadequate and that career-stage-sensitive strategies are needed to support teacher wellbeing throughout the professional lifespan.