Impact of Leadership Lite on teacher workload, teacher satisfaction and teacher retention in the profession

Worth, John E.

doi:10.1186/isrctn15126357

Cited by 13 publications

(17 citation statements)

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“…Expanding this base of literature on teacher autonomy through an understanding of autonomy as an innate human desire that when met, enables optimal performance, implies that teachers must be able to enact autonomously when needed for student learning to occur (Gonzalez, 2011). We are not the first researchers to approach teacher autonomy in this way (see, for example, Knight, 2019;Skaalvik and Skaalvik, 2014;Worth & Van den Brande, 2020). However, we believe our illumination of teachers' voices in describing their autonomous practices will add a new dimension to the extant literature in this arena.…”

Section: Building On the Literaturementioning

confidence: 98%

Elementary Teachers’ Perceptions and Reported Enactment of Autonomy From Prescribed Pacing Guides

Hemmler

Kenney

Langley

et al. 2023

Journal of Education

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Pacing guides are commonplace yet controversial in American public schools. For teachers who question their usefulness, one means to circumvent them is to exercise autonomy in pedagogical decision-making, though doing so comes with challenges. Through interviews, we examined how 87 gifted and general education 4th and 5th grade math and reading/language arts teachers in one large, diverse public school district expressed their autonomy and reported enacting it in their classrooms. Findings indicated teachers’ perceptions of autonomy differed, and their reported pacing guide deviations also differed accordingly. We discuss implications for those in environments where use of pacing guides is mandated.

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Section: Building On the Literaturementioning

confidence: 98%

Elementary Teachers’ Perceptions and Reported Enactment of Autonomy From Prescribed Pacing Guides

Hemmler

Kenney

Langley

et al. 2023

Journal of Education

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“…A third of teachers experienced mental health issues within the previous year (Education Support, 2020), and English secondary school teachers reported double the levels of moderate to severe depression expected at population level (Kidger et al, 2016). These wellbeing and retention issues lead to difficulties filling vacancies (National Audit Office, 2017) and secondary schools particularly face a 'substantial teacher supply challenge' (Foster, 2019;Worth & Van den Brande, 2019). Teacher shortages put further pressure on school systems, meaning higher workloads and stress for remaining teachers, squeezed budgets spent on agency staff, reduced teaching continuity and the loss of long-serving teachers, with possible impacts for student wellbeing and attainment (Behrstock-Sherratt, 2016;Every Child Matters, 2003;Ronfeldt et al, 2013).…”

Section: Key Insight Smentioning

confidence: 99%

Workplace support for newly qualified doctors and secondary school teachers: A comparative analysis

Foster‐Collins

Mattick

Baumfield

2023

British Educational Res J

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Doctors and teachers in their first year of practice face steep learning curves and increased stress, which can induce poor mental health, burnout and attrition. Informal workplace support from colleagues can help smooth transitions and aid professional development. A three‐phase comparative research design was used to explore who provides informal workplace support to early‐career professionals, types of support and influencing factors. Phase 1 was a systematic secondary analysis of interviews and audio diaries from 52 UK doctors in their first year of foundation training (F1s). Phase 2 involved new narrative interviews with 11 newly qualified teachers (NQTs) from English secondary schools. Phase 3 was a comparative analysis to produce a model of workplace support. Given barriers to accessing senior doctors, F1 doctors drew upon nurses, pharmacists, microbiologists, peers/near‐peers and allied healthcare professionals for support. NQTs gained support from allocated mentors and seniors within subject departments, as well as teaching assistants, allied support staff and wider professional networks. Support types for both professions included information and advice on practice, orientation to local settings, collaborative development activities, observation and feedback, and socioemotional support. Influencing factors included variable departmental cultures, limited opportunities for informal contact, sometimes negative inter‐group perceptions and the agentic responses of novices. The resulting workplace model of support could underpin future research and evaluations of support in similar ‘hot‐action’ environments. In medicine and teaching, greater utilisation of near‐peers and allied staff, improved role understanding and communication, increased informal contact and sharing successful strategies across professions could enhance supportive relationships.

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“…This relates to control over the scheduling and the methods by which this work is carried out (Hackman & Oldham, 1975). Relative to other professions, teachers have little autonomy around the scheduling of work, with school terms and total teaching hours often set out in law (Worth & Van den Brande, 2020). Teachers' teaching commitments are usually specified by a centrally determined timetable and non-teaching commitments are often determined by a 'duty rota'.…”

Section: Teacher Autonomymentioning

confidence: 99%

Teacher autonomy: Good for pupils? Good for teachers?

Jerrim¹,

Morgan²,

Sims³

2023

British Educational Res J

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Should teachers have complete autonomy over teaching methods and practices, or should some aspects of their practice be determined by school or government policy? We address this question using repeated (value‐added) maths test scores linked to rich survey data from the TALIS video study. With the possible exception of inexperienced teachers, we generally find no relationship between teacher autonomy and pupil outcomes (test scores, maths self‐efficacy or interest in maths). In partial contrast with our findings for pupil outcomes, teachers with very low levels of autonomy are more likely to report reduced job satisfaction. It may hence be that some level of restriction on teacher autonomy is justified, especially among inexperienced teachers, particularly when it represents only partial control of teachers’ approaches in the classroom and is done to introduce evidence‐based methods.

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Impact of Leadership Lite on teacher workload, teacher satisfaction and teacher retention in the profession

Cited by 13 publications

References 0 publications

Elementary Teachers’ Perceptions and Reported Enactment of Autonomy From Prescribed Pacing Guides

Elementary Teachers’ Perceptions and Reported Enactment of Autonomy From Prescribed Pacing Guides

Workplace support for newly qualified doctors and secondary school teachers: A comparative analysis

Teacher autonomy: Good for pupils? Good for teachers?

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