Exploring Teacher Stress and Burnout in Bhutan: A Secondary Analysis of Karma’s (2024) National Teacher Well-Being Dataset
This study conducts a secondary analysis of Karma’s (2024) national-level teacher well-being dataset to examine the predictors of teacher stress and burnout in Bhutan. Guided by the Job Demands–Resources (JD-R) model (Bakker & Demerouti, 2007), the research will apply inferential data analysis to explore how workplace demands and available resources influence teachers’ well-being, job satisfaction, and decisions to remain in the profession. The project focuses on generating evidence that can inform Bhutan’s education policymakers in developing sustainable, context-specific strategies to support teachers’ mental health and retention. In the long term, the findings will lay the groundwork for cross-cultural comparisons with international research, including studies led by Dr. Tish Jennings, and guide the future development of care- and mindfulness-based interventions and research collaborations between UVA and Bhutan. By integrating theory, data, and cultural context, the study aims to strengthen both Bhutan’s education system and the global understanding of teacher resilience. (Project period: Fall 2025 – Spring 2026.)
