The sustainability of the educational system is under threat, with teacher stress leading to high attrition. This dissertation advocates for a holistic development framework that nurtures teacher well-being, essential for sustaining effective learning environments. This study contributes to educational strategies that promote teacher resilience and well-being within Elementary Agricultural Education (EAE). It investigates EAE's potential impact on agricultural education trajectories. Employing a trio of scholarly articles, the research explores the EAE teachers challenges and growth opportunities, factors influencing teaching self-efficacy, and the Holistic Teaching Approaches (HTAs) through a novel Phenological Descriptive and Interpretative Transpersonal Analysis (PDITA) framework. Conducted among EAE teachers in Georgia using purposive sampling, the study utilizes data triangulation via interviews, observations, and data analysis. The findings highlight a synergetic interaction among the "EduSphere Mindset," "Rituals of Rigor," and "CueCon Horizon," suggesting a paradigm shift towards a more dynamic and resilient educational model that prioritizes "well-being" and adopts a "whole person" approach to teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]