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Exploring the Well-Being of Teachers and the Development of Community Building in Macau’s Primary and Secondary School

  • Ming Gao 1,   
  • Baixiao Ouyang 1,   
  • Pei Sun 2,*

Received: 14 Jan 2026 | Revised: 20 Feb 2026 | Accepted: 14 Mar 2026 | Published: 31 Mar 2026

Abstract

This study investigates the well-being of primary and secondary school teachers in Macau and the development of teacher community building within local schools. Drawing on semi-structured interviews with ten teachers from diverse educational backgrounds, a reflexive thematic analysis identified six interrelated themes: (a) long working hours and hidden labor erode wellbeing, (b) lack of structural support, stress managed individually, (c) teacher communities remain formalistic, low collaboration efficacy, (d) opaque decision-making undermines participation and trust, (e) leadership style and empathy shape support and trust, and (f) stability and fairness of systems sustain teacher wellbeing. The findings reveal that teachers’ well-being is shaped by the interplay between job demands, institutional support, and relational trust within schools. While personal coping strategies provide temporary relief, structural limitations and formalized teacher communities hinder sustainable development. The study extends the Job Demands–Resources and organizational justice frameworks by situating teacher well-being within the specific sociocultural and institutional context of Macau. It highlights the importance of empathetic leadership, transparent governance, and equitable workload systems for fostering both teacher well-being and community cohesion in Macau educational settings. 

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DOI
10.61414/e71aqr90
Issue
Volume 8, Issue 1
How to Cite
Gao, M.; Ouyang, B.; Sun, P. Exploring the Well-Being of Teachers and the Development of Community Building in Macau’s Primary and Secondary School. Journal of Educational Technology and Innovation 2026, 8 (1), 71–89. https://doi.org/10.61414/e71aqr90.
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