Examining the role of autonomy-thwarting and autonomy-supportive leadership on teacher educators during the Covid-19 pandemic

Murtagh, Lisa; Dawes, Louisa

doi:10.1080/02607476.2022.2151880

Journal of Education for Teaching

2022

DOI: 10.1080/02607476.2022.2151880

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Examining the role of autonomy-thwarting and autonomy-supportive leadership on teacher educators during the Covid-19 pandemic

Lisa Murtagh

Louisa Dawes

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Was 2021–2022 an Annus Horribilis for teacher educators? Reflections on a survey of teacher educators

Wood,

Quickfall

2024

British Educational Res J

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The COVID pandemic temporarily altered the functioning of all sections of society. In England, it led to major disruption in the teacher education sector leading to curtailed training in schools and a rapid shift to alternative approaches to teaching and learning. By the 2021–2022 academic year, it was hoped that activity would return to a level of normalcy. However, the continued hangover of the pandemic together with the return of high‐stakes inspections by Ofsted, and a decision by the UK Government to instigate an accreditation process for all English initial teacher education (pre‐service teacher education) programmes, required to allow institutions to continue offering initial teacher education beyond 2024, all combined to create the potential for a very difficult year. We surveyed 159 teacher educators to capture reflections of their experiences form the 2021–2022 academic year, understanding their perceptions through the lens of the Job Demands‐Resources Model (Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). Journal of Applied Psychology, 86(3), 499–512, 10.1037//0021‐9010.86.3.499) which identifies those factors which may lead to stress and burnout in the work environment (demands) and those which balance against this and offer emotional well‐being (resources). The results show a number of high demands over the course of the year, especially related to accreditation and Ofsted pressures, and the extra demands made by the overhang of the pandemic, all factors leading to increased workload. Counteracting these demands are the resources present, particularly the support between colleagues and a strong commitment and enjoyment gained form working with student teachers. However, the long‐term sustainability of the role of teacher educator is in question.

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Was 2021–2022 an Annus Horribilis for teacher educators? Reflections on a survey of teacher educators

Wood,

Quickfall

2024

British Educational Res J

View full text Add to dashboard Cite

show abstract

Teachers in provisional schools for displaced students: Navigating challenges, autonomy, and responses

Marco,

Gilead,

Ehrenfeld

et al. 2025

Teaching and Teacher Education

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Examining the role of autonomy-thwarting and autonomy-supportive leadership on teacher educators during the Covid-19 pandemic

Cited by 2 publications

References 18 publications

Was 2021–2022 an Annus Horribilis for teacher educators? Reflections on a survey of teacher educators

Was 2021–2022 an Annus Horribilis for teacher educators? Reflections on a survey of teacher educators

Teachers in provisional schools for displaced students: Navigating challenges, autonomy, and responses

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