Post COVID-19, the role of educational technologies continues to challenge many educators. There is a lacuna of evidence considering the potentially positive contribution to teacher wellbeing that may be made through effective management
of digital technologies in schools by school principals and teachers. This research explores and develops the link between educational technologies and teacher wellbeing to test Passey’s (2021) conceptual framework and proposition, that effective or specific digital technological adoption in schools may benefit the
wellbeing of teachers in a wide variety of educational contexts. Three postprimary schools (two in Northern Ireland and one in the Republic of Ireland) and three primary schools (one in Northern Ireland and two in the Republic of Ireland) were engaged to provide a study basis for critical in-depth case studies focused on teacher wellbeing and digital technology adoption and use. Semi-structured interviews were carried out with senior- and middle-school leaders and classroom teachers. Evidence from these case studies extends the research framework proposed by Passey (2021) by identifying additional circumstances and ways in which teachers perceive digital technologies as benefitting their wellbeing and pedagogical practices. Results suggest that teachers speak, with great readiness, on matters associated with the administrative aspects of their role, and with teaching or learning activities and outcomes, yet are considerably less likely to reflect upon and discuss matters linked to their physical, social, and emotional wellbeing.