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Building Teacher Agency Through Narrative Pedagogy: Implications for Educator Well-Being and Sustainable Education

Year: 2026

Type: article

Abstract: Teacher attrition, particularly in early career stages, undermines sustainable education. Developing teachers’ sense of agency and well-being is therefore critical, especially for second-career teachers who bring valuable prior knowledge and professional experience. This study explored how narrative pedagogy combined with agency-focused instruction supports second-career students’ professional development. Using qualitative methodology, we analyzed reflective compositions written by 12 special education students in a year-long course. Three main themes emerged: First, narrative approaches enabled students to develop their personal and professional identities. Second, participants experienced the approach as creating relational safety, a psychologically secure environment supporting authentic sharing and collaborative learning. Third, participants envisioned implementing agency processes with their future students while acknowledging systemic challenges. These insights underscore the potential contribution of incorporating narrative and agency-based approaches into teacher education. Such approaches may strengthen resilience and well-being as students transition into practice, thereby supporting reduced attrition and advancement of sustainable education goals.

Source: Sustainability

DOI: 10.3390/su18083779

Authors: Yaara Hermelin Fine, Dikla Wizman Man, Noam Lapidot-Lefler

Institutions: Oranim Academic College of Education, University of Haifa

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,896