Skip to content

Dr Glenys Oberg

Dr Glenys Oberg
Name Glenys Oberg
Pronoun She/Her/Hers
Position Lecturer (Curriculum and Pedagogy - Educational Psychology and Wellbeing)
Section School of Education and Creative Arts
Location Springfield Campus
Phone +61 7 3470 4108
Extension 4108
Email
Qualifications BEd QUT , MGuidCouns USQ , PhD Qld

Biography

Glenys Oberg is a Lecturer in Curriculum and Pedagogy (Educational Psychology and Wellbeing) in the School of Education at the University of Southern Queensland. Her research focuses on teacher wellbeing, with particular expertise in compassion fatigue, moral injury, trauma-informed practice, and the emotional dimensions of teaching. Drawing on interdisciplinary perspectives from psychology, neuroscience, and education, her work examines how relational demands and systemic pressures shape the professional lives of educators.

Glenys is committed to translating research into practical frameworks that support sustainable teaching practice. Her research has informed professional learning, policy discussions, and school-based wellbeing initiatives across Australia. She is widely published in leading education journals and regularly contributes to public scholarship and professional development for educators.

Her broader research interests include teacher workforce sustainability, trauma-aware pedagogy, and the role of supportive systems in promoting educator resilience and effectiveness.

Research Career


  • Education Policy ( 390200 )
  • Education Systems ( 390300 )
  • Teacher Education And Professional Development Of Educators ( 390307 )
  • Educational Counselling ( 390404 )
  • Primary Education ( 390304 )
  • Specialist Studies In Education ( 390400 )
  • Professional Education And Training ( 390305 )
  • Teacher And Student Wellbeing ( 390412 )
  • Sociology Of Education ( 390203 )

Teacher wellbeing and workforce sustainability
Compassion fatigue, burnout, and compassion satisfaction in educators
Moral injury and the ethical dimensions of teaching
Trauma-informed and trauma-aware practice in education
Emotional labour and relational work in teaching professions
Early career teacher support and retention
School staff wellbeing across multi-tiered systems of support
Ecological and systems approaches to educator wellbeing
Neuroscience and psychology applied to teaching and learning
Technology and AI applications for reducing teacher workload and supporting wellbeing


Fellow of the Higher Education Academy


  • Institute for Resilient Regions (IRR)
  • Centre for Health Research (CHR)

Teaching


5 Years


21 Years