Well-being of women English language teachers: perceptions and lived experiences

This study addresses a research gap by investigating the perceptions and lived experiences of well-being among women English language teachers in public colleges in Nepal. While teacher well-being has gained scholarly interest, gendered experiences in higher education settings within Nepal have been under-researched. The study aims to understand how these educators navigate well-being across personal, institutional, and sociocultural contexts.

Understanding the well-being of specific demographic groups within educational institutions is crucial for fostering a supportive and productive environment. This insight can inform strategies to enhance retention, improve teaching quality, and address systemic issues impacting a significant portion of the academic workforce.

Existing research on teacher well-being in Nepal predominantly focuses on school settings.

Forward consideration, not a verified fact.