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.

Why it matters

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.

Key insights

• Existing research on teacher well-being in Nepal predominantly focuses on school settings.
• There is a limited understanding of the gendered experiences of women English language teachers in higher education in Nepal.
• The study explores well-being across personal, institutional, and sociocultural contexts.
• In-depth interviews with four women faculty members from Nepal's inner Terai region provided narrative data.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1882014