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Self-leadership and teacher well-being: An internal family systems approach
Johnson, Lindy L. Adams, Jonathan Choi, Chelsea
Johnson, Lindy L.
Adams, Jonathan
Choi, Chelsea
Abstract
Teacher well-being is essential for student success, yet burnout remains a persistent challenge, especially after the COVID-19 pandemic. This study explores the use of the Internal Family Systems model as an innovative approach in supporting teacher well-being through the development of Self-Leadership. Conducted across seven schools in two school districts in the United States, this phenomenological study examines K-12 teachers’ experiences after participating in P.A.U.S.E., a well-being program designed to nurture their Self-Leadership. Through qualitative analysis of focus group data, we identified three key themes: 1) the transformative impact of Self-Leadership practices on teachers and students; 2) the importance of Self-Led facilitation and collaborative practice; and 3) a longing for more collective, systemic approaches to well-being across school communities. Findings suggest that integrating IFS concepts into well-being programs can enhance teachers’ ability to regulate their emotions, reduce stress, and improve teacher and student relationships. This study contributes to current understandings of teacher well-being by investigating how concepts from IFS, particularly Self-Leadership, can be effectively adapted to support both teachers and students in K-12 educational settings.
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2025
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johnson-et-al.pdf
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Johnson, L.L. Adams, J., Choi, C. (2025). Self-leadership and teacher well-being: An internal family systems approach. International Journal of Teacher Leadership 14(1), 32-61.