Struggles and strengths: an autoethnographic study of a primary teacher’s wellbeing experiences

Abstract Wellbeing has become a significant concern in the teaching profession, with recent literature documenting its role in sustaining professional work. This collaborative autoethnographic and phenomenological study examines the lived experiences of a primary educator in Victoria, Australia, through three crafted narrative vignettes spanning 2017 to 2023. Drawing selectively on Max Scheler’s concepts of emotional intuition and fellow feeling ( Einfühlung ), the analysis foregrounds the embodied and value laden character of teachers’ emotional lives in ways that complement existing quantitative research. The study highlights the place of collegial bonds, encounters with leadership, and parental encounters in shaping one teacher’s wellbeing, and offers a phenomenologically grounded contribution to a heterogeneous and contested field. Implications are drawn for relational and ethical approaches to staff support in primary schools.