Exploring Undergraduate Educators’ Preparedness in Addressing Students’ Overall Well-Being in a Post-Secondary Online Environment: A Qualitative Case Study
| dc.contributor.author | Strup, Shane | |
| dc.date.accessioned | 2026-04-01T03:48:05Z | |
| dc.date.available | 2026-04-01T03:48:05Z | |
| dc.date.issued | 2026-03 | |
| dc.description.abstract | Declining student well-being in online higher education presents a significant challenge for institutions seeking to improve engagement, persistence, and academic success. Although faculty often recognize the importance of supporting students’ social, emotional, and mental health needs, many report feeling underprepared to address well-being concerns in virtual learning environments. This dissertation in practice examined how full-time undergraduate educators perceive their preparedness to support students’ overall well-being in an online setting. The purpose of this qualitative exploratory single case study was to explore the preparedness and experiences of full-time undergraduate educators in addressing students’ well-being in online learning environments. The study was guided by the PERMA model of well-being (Seligman, 2011), which emphasizes positive emotion, engagement, relationships, meaning, and accomplishment as foundational elements of human flourishing. The research was conducted at a private university in the western United States serving primarily online undergraduate students. Seventeen educators completed an open-ended questionnaire, and eleven participated in follow-up semi-structured interviews. Data were analyzed using thematic coding, including open coding, category development, and theme synthesis across data sources to support triangulation. Findings revealed that faculty conceptualized preparedness primarily through relational practices such as building trust, maintaining presence, and fostering psychological safety. Participants described confidence as developing largely through experience and informal learning rather than structured professional development. Ambiguity regarding institutional expectations and limited clarity about referral processes contributed to variability in faculty confidence and response approaches. Faculty also emphasized the importance of understanding students as whole adult learners whose broader life responsibilities influence academic engagement. The findings also suggest that institutions should align professional development, instructional policies, and institutional messaging to reinforce relational teaching practices, clarify faculty roles, and promote consistent support structures. By intentionally integrating well-being support into everyday instructional practice, institutions can strengthen faculty preparedness and enhance student engagement and persistence in online higher education. | |
| dc.identifier.uri | https://hdl.handle.net/20.500.11803/5225 | |
| dc.language.iso | en | |
| dc.publisher.institution | National University (NU) | |
| dc.subject | Student Well-Being | |
| dc.subject | Faculty Preparedness | |
| dc.subject | Online Higher Education | |
| dc.subject | PERMA Model | |
| dc.title | Exploring Undergraduate Educators’ Preparedness in Addressing Students’ Overall Well-Being in a Post-Secondary Online Environment: A Qualitative Case Study | |
| dc.type | Dissertation | |
| thesis.degree.discipline | Educational Leadership | |
| thesis.degree.grantor | National University (NU) | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Education |
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