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The study of teacher well-being is critically important. However, teacher well-being studies are lacking in Africa, Asia, and the Middle East, and also generally in low-income countries. This exploratory case study sought to identify teachers' perceptions of work-related characteristics and personal practices associated with well-being and burnout in three underrepresented, diverse sites: Battambang, Cambodia; Bungoma, Kenya; and Doha, Qatar. Ninety teachers participated in in-depth interviews (Qatar N = 21, Cambodia N = 33, Kenya N = 36), as well as 16 principals and 11 policymakers. Qualitative analysis was conducted using data-driven, emergent codes. Findings revealed that teachers attributed remarkably similar processes and key components to their well-being (e.g., engagement school-wide or district-wide, schools attending to teachers' personal needs) and burnout (e.g., administrative burden, student misbehavior) across all three sites, with a few notable differences worthy of future follow-up. Few teachers could name any well-being programs at their school.

The study of teacher well‐being is critically important. However, teacher well‐being studies are lacking in Africa, Asia, and the Middle East, and also generally in low‐income countries. This exploratory case study sought to identify teachers' perceptions of work‐related characteristics and personal practices associated with well‐being and burnout in three underrepresented, diverse sites: Battambang, Cambodia; Bungoma, Kenya; and Doha, Qatar. Ninety teachers participated in in‐depth interviews (Qatar N = 21, Cambodia N = 33, Kenya N = 36), as well as 16 principals and 11 policymakers. Qualitative analysis was conducted using data‐driven, emergent codes. Findings revealed that teachers attributed remarkably similar processes and key components to their well‐being (e.g., engagement school‐wide or district‐wide, schools attending to teachers' personal needs) and burnout (e.g., administrative burden, student misbehavior) across all three sites, with a few notable differences worthy of future follow‐up. Few teachers could name any well‐being programs at their school. Practitioner points: This study found more similarities than differences in perceived well‐being factors for teachers across Cambodia, Kenya, and Qatar.Seven underlying key components emerged indicating that teacher well‐being can be promoted when teachers: (1) experience being valued and respected as leaders; (2) are deeply engaged in their work; (3) find meaning and purpose in their work; (4) feel successful; (5) have their personal, nonwork needs met; (6) manage their emotions and well‐being; and (7) experience a positive, supportive work environment.The authors strongly encourage stakeholders to implement strategies to promote teacher well‐being that suitably fit their cultural context. [ABSTRACT FROM AUTHOR]