A PSYCHOLOGICAL EXPLORATION OF THE CONTEMPORARY TEACHER ROLE IN ENGLAND: A FOCUS ON MOTIVATION, TEACHING SATISFACTION, AND STRESS EXPERIENCES,OF SECONDARY SCHOOL TEACHERS.

Background and purpose – The teacher role is dynamic and complex, with both individual and structural factors influencing the teaching experience. The target orientated culture of contemporary education can have a negative impact on teachers’ motivation and satisfaction at work. It is a challenge for teachers to remain effective in role in times of educational change, which pose a threat to satisfaction and may induce stress for teachers. The secondary school level specifically, has noted a variety of reforms, which alongside managing the changing nature of the classroom environment, may influence the teacher role in a negative way. The purpose of this study was to explore motivation, satisfaction, and stress experiences of secondary school teachers in England.

Design and method – An online quantitative survey, which included measures of motivation, satisfaction, and stress, collected data from a representative sample of secondary school teachers (N=1288). In part one of the study, structural equation modelling was applied to explore the relationships between factors of Self Determination Theory and teaching satisfaction, while controlling for specified covariates. In part two of the study, hierarchical moderated regression analysis was conducted to explore teaching satisfaction as a moderator in relationships between stressors and a variety of stress manifestations, in line with the Job Demands-Resources framework.

Results – In part one of the study, only perceived competence was found to be significantly related to teaching satisfaction in both samples. In part two of the study, for females reporting low levels of satisfaction, significant relationships were found between emotional stress and both work-related stressors and professional distress. For males with low satisfaction levels, discipline/motivation stressors were significantly related with both cardiovascular and behavioural stress manifestations. A significant relationship was found between professional distress and emotional manifestations of stress in female teachers with high levels of satisfaction. Significant relationships between professional investment and emotional, fatigue, and cardiovascular manifestations were shown for male teachers reporting high levels of teaching satisfaction.

Conclusion – Teaching competence is related to teaching satisfaction at the secondary school level. It is recommended that future studies focus specifically on factors which may contribute to teachers’ perceived competence within role, including appropriate classroom management techniques and effective teaching pedagogies. It is recommended that future research on teacher stress should be based on assessing male and female teachers independently. It is proposed that schools should consider targeting the reported sources of teacher stress and should further target teachers’ satisfaction in role. Schools and policy makers need to come together to devise professional development opportunities for teachers. Additional research is needed to guide the direction of professional development initiatives in secondary schools. The implementation of competency strategies would enhance satisfaction in role, and may further contribute to reducing teacher stress.

Originality/value – This is the first known research to specifically focus on the moderating role of teaching satisfaction on relationships between stressors and manifestations of stress in secondary school teachers in England. Female teacher stress is predominantly psychological, whilst male teacher stress is experienced at a biopsychosocial level. The employed advanced statistical procedures, together with a large sample, contribute to the validity of findings. Perceived teaching competence is the more prominent need in relation to teaching satisfaction.