Relationality at the Core of Wellbeing: Perspectives from Early Childhood Education Teacher Leaders in Nepal
Sanam Maskey, Buddi Kumar ShresthaDespite global interest in educator wellbeing, the voice of early childhood education (ECE) teacher leaders in Nepal remains largely absent from research and policy discourse. This chapter responds to this gap and presents findings from a qualitative study conducted with five school-based ECE teacher leaders in Nepal exploring the interplay between culture and wellbeing. The chapter sheds lights into the institutional and cultural factors that influence their wellbeing and highlights their perspectives on how their institutions could better support their wellbeing. Relationality emerged as central to teacher leaders’ wellbeing, with their sense of professional fulfilment closely linked to contributing to others’ lives and feeling recognized within their communities.