ABSTRACT
This chapter explores an understanding of well-being, critical reflection and well-being and the importance of democratic practice for action research and well-being. It discusses a personal story of how being a teacher-researcher led to personal and professional well-being, potential of action research to lessen stress and risk of burnout and unpacking the potential hegemonic assumptions of the commodification of well-being. Teachers are asked on a regular basis to implement new policies or pedagogic practices that are considered essential for the effective progress of a school’s student population. The concern with well-being contrives to combine the personal and the professional aspects of the lives of teachers in a holistic effort to ensure the emotional and mental well-being of the teaching profession. Feelings of isolation can also affect the well-being of teachers. Teachers can learn to cope with the factors that tend to leave them feeling stressed and oppressed but may have to take the initiative themselves.
