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It uses a multiple case study approach to examine the lived experiences of remote teachers, with particular attention to how they manage both teachers’ wellbeing and their students’ academic needs simultaneously. Results outline how working in remote places intensifies personal and professional challenges, and provide six practical recommendations to better support remote educators, emphasizing the need for a thriving framework beyond individual resilience.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-wellbeing-in-remote-australian-communities/593908/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-wellbeing-in-remote-australian-communities/593908.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What question does the paper address about remote teachers?","Question",{"text":111,"@type":112},"The paper investigates how teachers’ working conditions in remote places impact their wellbeing, and how remote teachers simultaneously handle wellbeing needs and students’ academic requirements.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does the study examine teacher wellbeing?",{"text":116,"@type":112},"It employs a multiple case study methodology grounded in a phenomenological theoretical perspective, focusing on four teachers in remote Queensland and Western Australian communities.",{"name":118,"@type":109,"acceptedAnswer":119},"What do the findings lead to for supporting remote teachers?",{"text":120,"@type":112},"The findings describe challenges that remote work creates for teacher wellbeing and result in six practical recommendations to better support remote teachers.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},593908,1792078155,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 45  Issue 5 | Article 2 |\n| --- | --- |\n| 2020\u003Cbr>Teacher Wellbeing in Remote Australian Communities\u003Cbr>Alison S. Willis\u003Cbr>University of the Sunshine Coast, [awillis@usc.edu.au](awillis@usc.edu.au)\u003Cbr>Peter R. Grainger\u003Cbr>University of the Sunshine Coast, [peter.grainger@usc.edu.au](peter.grainger@usc.edu.au)\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Other Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nWillis, A. S., & Grainger, P. R. (2020) . Teacher Wellbeing in Remote Australian Communities. Australian Journal of Teacher Education, 45(5) .  \n[http://dx.doi.org/10.14221/ajte.2020v45n5.2](http://dx.doi.org/10.14221/ajte.2020v45n5.2)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol45/iss5/2](https://ro.ecu.edu.au/ajte/vol45/iss5/2)  \nTeacher Wellbeing in Remote Australian Communities  \nAlison Willis  \nPeter Grainger  \nUniversity of the Sunshine Coast  \nAbstract: This paper reports on a project aimed at investigating  \nteacher wellbeing in remote communities in Australia. It utilised a multiple case study methodology to investigate the lived experiences of remote Australian teachers, particularly how remote teachers  \nsimultaneously manage the wellbeing and academic needs oftheir  \nstudents. Findings show how the challenges ofworking in remote  \nplaces impact teacher wellbeing andprovides six practical recommendations about how to better support remote teachers. Thereis a present need to develop a framework of remote teachers thriving, so systems and communities are not over-reliant upon teachers’  \nindividual resilience in hard-to-staffplaces.  \nIntroduction  \nThere is a teacher shortage across Australia, but particularly so in remote areas (Downes & Roberts, 2018; Kelly & Fogarty, 2015) . Attraction and retention in rural and remote Australian schools have been challenges for over 100 years (Kelly & Fogarty, 2015) . Consequently, the phenomenon has been widely researched and theorised (Downes & Roberts, 2018) . Evidently, living in remote 1 places can be hard – physically, socially, economically, culturally – and research has problematised the complex and interrelated forces that contribute to teachers leaving remote communities (c.f. Downes & Roberts, 2018; Kelly & Fogarty, 2015; Kline, White & Lock, 2013; Schulz, 2017 ; White & Reid, 2008) .  \nDifficulties are both personal and professional. Personal issues include insufficient health services, fitting in, lack of privacy and high visibility within the community, close living arrangements with colleagues, conflict, lack of support, expenses of remote living andrelocating, family issues (Downes & Roberts, 2018) . Professional issues include role dissatisfaction, understanding rurality and how to make the curriculum relevant for remote students, first language issues, cultural and racial differences (Schulz, 2017), lack of access to professional development, and lack of professional development for remote teachers (Downes & Roberts, 2018) .  \nWhat is not widely researched is how teachers’ working conditions in remote places impacts their wellbeing. Although wellbeing is an umbrella term and somewhat difficult to define (Graham, Powell, Thomas & Anderson, 2016) it is considered core to a strong civil society (Clarke & Denton, 2013). Further, wellbeing and mental health (a facet of wellbeing) have contagion effects (Gump & Kulik, 1997) and are therefore important to understand. Student wellbeing affects teacher wellbeing and vice versa (Spilt, Koomen &Thijs, 2011) .  \n1 The term ‘remote’ is used to refer to remote and very remote geographical areas of Australia as defined by the Australian Statistical Geography Standard (ASGS) Map of 2016 Remoteness Areas (Australian Bureau of S","cbCaih9wyddRPqpZ","https://ap.wps.com/l/cbCaih9wyddRPqpZ","pdf",425314,21,"English","# Introduction\n## Background\n## Research approach\n## Findings and recommendations","[{\"question\":\"What question does the paper address about remote teachers?\",\"answer\":\"The paper investigates how teachers’ working conditions in remote places impact their wellbeing, and how remote teachers simultaneously handle wellbeing needs and students’ academic requirements.\"},{\"question\":\"How does the study examine teacher wellbeing?\",\"answer\":\"It employs a multiple case study methodology grounded in a phenomenological theoretical perspective, focusing on four teachers in remote Queensland and Western Australian communities.\"},{\"question\":\"What do the findings lead to for supporting remote teachers?\",\"answer\":\"The findings describe challenges that remote work creates for teacher wellbeing and result in six practical recommendations to better support remote teachers.\"}]","Teacher Wellbeing in Remote Australian Communities | PDF",53]