An appreciative inquiry into the development of teacher well-being through organisational change

339 Pages·2015·5.33 MB·English

by  Robert Brooks

Volume 1
An Appreciative Inquiry into the Development of Teacher Well-being
through Organisational Change: Theory Development and Implications for
Practice

Robert Brooks

Submitted to
The University of Birmingham
Toward the Award of
Doctorate in
Applied Educational and Child Psychology

School of Education
The University of Birmingham
September 2015
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ABSTRACT
Occupational stress is known to be a primary factor in determining why teachers leave
the profession. Schools face a critical challenge in retaining teachers, with attrition
estimated to be roughly 10% per year (National Foundation for Educational Research,
2008). There is scant research dedicated to furthering ways of promoting teachers’ well-
being as a protective factor against adversity, despite recognition that it benefits both
teachers and pupils (Roffey, 2012).
Within a critical realist paradigm, this study examines the reflections of eight
participants who took part in an Appreciative Inquiry (AI) that aimed to explore how
teacher well-being could be improved in a large comprehensive secondary school. A
contextual description of the process is presented within an evaluative case study
design. Qualitative semi-structured focus group data was analysed using Fereday and
Muir-Cochrane’s (2006) hybrid thematic analysis. This allowed for contemporary AI
theory to be tested, for judgements to be made regarding its effectiveness, and for
contextual recommendations to be made regarding the application of AI theory in
schools.
The study findings support AI theory and highlight several noteworthy caveats to its use
in schools. Consideration is also given to the effectiveness of AI in planning change
relating to the promotion of teacher well-being.

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DEDICATION
I would like to dedicate this thesis to the nameless Educational Psychologist I met
twenty years ago; he raised my aspiration beyond that which I thought possible.

ACKNOWLEDGEMENTS
Firstly, I would like to thank the teachers and managers from Heather View School1 for
their time, insights and their faith in me as an AI facilitator.
I would like to thank my tutor Julia for her care, direction and support throughout my
three years of training.
I would like to thank my colleagues from the Birmingham University Educational
Psychology course who have shared a journey with me and whose support and
encouragement has been immensely valued.
Finally, a special thanks goes to Amy, Jack and Emily for their patience, tolerance and
love.

1 Pseudonym
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CONTENTS
LIST OF APPENDICIES ................................................................................................................... 10
LIST OF FIGURES AND TABLES .................................................................................................... 11
CHAPTER 1. INTRODUCTION ....................................................................................................... 12
1.1 Introduction.................................................................................................................... 12
1.2 Focus and rationale of this research ........................................................................... 14
CHAPTER 2. LITERATURE REVIEW .............................................................................................. 17
2.1 Chapter overview and a comment on terminology ................................................... 17
2.2 Research aims ................................................................................................................ 17
2.2.1 Substantive aims ................................................................................................... 18
2.2.2 Theoretical aims .................................................................................................... 18
2.2.3 Methodological aims ............................................................................................ 18
2.3 Literature review search strategy ................................................................................ 18
2.4 Summary of literature review findings ....................................................................... 21
2.5 The importance of well-being in schools .................................................................... 22
2.6 Well-being: A product of social dynamics .................................................................. 23
2.7 Universal approaches to school well-being ................................................................ 28
2.8 Research assumptions................................................................................................... 30
2.9 Rationale for using Appreciative Inquiry to improve staff well-being .................... 31
2.10 Five principles of Appreciative Inquiry ........................................................................ 35
2.8.1 The Constructionist Principle............................................................................... 36
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2.8.2 The Principle of Simultaneity ............................................................................... 37
2.8.3 The Poetic Principle .............................................................................................. 37
2.8.4 The Anticipatory Principle .................................................................................... 38
2.8.5 The Positive Principle ........................................................................................... 39
2.11 The Appreciative Inquiry 4-D Cycle ............................................................................. 40
2.9.1 Define ..................................................................................................................... 41
2.9.2 Discovery ................................................................................................................ 42
2.9.3 Dream ..................................................................................................................... 42
2.9.4 Design ..................................................................................................................... 43
2.9.5 Destiny .................................................................................................................... 43
2.12 Theoretical and methodological considerations........................................................ 44
2.13 Critical analysis of Appreciative Inquiry ...................................................................... 46
2.14 Research questions........................................................................................................ 50
CHAPTER 3. METHODOLOGY ...................................................................................................... 52
3.1 Methodology .................................................................................................................. 52
3.1.1 Epistemology ......................................................................................................... 52
3.1.2 Ontology ................................................................................................................. 54
3.2.3 Purpose .................................................................................................................. 55
3.2 Design .............................................................................................................................. 57
3.2.1 Case study boundaries ......................................................................................... 58
3.3 Research context: Heather View School ..................................................................... 59
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3.4 The Appreciative Inquiry Summit ................................................................................ 60
3.5 Procedure ....................................................................................................................... 68
3.5.1 Recruitment ........................................................................................................... 68
3.5.2 Exclusion criteria ................................................................................................... 68
3.5.3 Participants and consent ...................................................................................... 69
3.5.4 Location and setting ............................................................................................. 71
3.5.5 Length of session................................................................................................... 71
3.5.6 Moderator style and skills during the focus group ........................................... 72
3.5.7 Questioning methods ........................................................................................... 72
3.5.8 Ethical considerations........................................................................................... 73
3.5.9 Right to withdraw and data handling ................................................................. 75
3.5.10 Storage, access and disposal of data .................................................................. 76
3.6 Data analysis................................................................................................................... 76
3.6.1 Stages of data coding............................................................................................ 78
3.6.2 Code development ................................................................................................ 80
3.6.3 Identifying themes ................................................................................................ 82
3.7 Quality assurance .......................................................................................................... 82
3.8 Interpretation of the findings ....................................................................................... 83
CHAPTER 4. DISCUSSION AND ANALYSIS OF RESULTS ............................................................. 84
4.1 Chapter overview........................................................................................................... 84
4.2 Presentation of themes ................................................................................................ 85
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4.3 Response to research questions 1 and 2: What are secondary school
participants’ experiences of AI as an approach to organisational change? How do
secondary school participants’ experiences of AI compare with current theory? .......... 88
4.3.1 Meta-theme: Social Constructionism ................................................................. 88
4.3.1.1 Theme: Inquiry as Intervention ........................................................................... 90
4.3.1.2 Theme: Generativity ............................................................................................. 92
4.3.1.3 Theme: Reshaping Organisational Identity ........................................................ 94
4.3.1.4 Theme: Anticipatory Reality ................................................................................ 96
4.3.2 Meta-theme: Liberation of Power ...................................................................... 98
4.3.2.1 Theme: Engagement ............................................................................................. 99
4.3.2.2 Theme: Builds on Strengths ...............................................................................102
4.3.2.3 Theme: Positive Affect .......................................................................................104
4.3.2.4 Theme: Inspires Improvisation ..........................................................................105
4.3.3 Meta-theme: Threats..........................................................................................107
4.3.3.1 Theme: Time and Commitment Costs ..............................................................108
4.3.3.2 Theme: Ignores Genuine Concerns ...................................................................110
4.3.3.3 Theme: Evaluation Difficulties ...........................................................................111
4.4 Response to research question 3: How effective is AI as way of facilitating
organisational change to promote teacher well-being? ...................................................112
4.4.1 Meta-theme: AI inspired changes to promote well-being......................................113
4.4.1.1 Theme: A Change of Leadership Style ..............................................................113
4.4.1.2 Theme: Greater Focus on Well-being ...............................................................115
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4.5 Summary of findings....................................................................................................117
CHAPTER 5. REFLECTIONS ON THE RESEARCH PROCESS .......................................................119
5.1 Chapter overview.........................................................................................................119
5.2 Evaluation of substantive themes .............................................................................119
5.3 Evaluation of theoretical aims ...................................................................................121
5.4 Evaluation of methodological aims ...........................................................................123
5.5 Personal reflections .....................................................................................................124
5.5.1 Personal learning from this research................................................................127
5.5.2 The value of AI in schools to promote teacher well-being ............................129
5.5.3 The value of AI in educational psychology practice ........................................131
5.6 Reflections on the research ethics ............................................................................134
5.7 Chapter summary ........................................................................................................137
CHAPTER 6. IMPLICATIONS and CONCLUSIONS .....................................................................139
6.1 Key messages from the research ...............................................................................139
6.1.1 Key message for researchers .............................................................................141
6.1.2 Key messages for EPs and schools ....................................................................144
6.1.3 Practical considerations .....................................................................................145
6.2 Concluding thoughts ...................................................................................................148
6.3 Future directions .........................................................................................................149
6.3.1 Heather View School ..........................................................................................149
6.3.2 Plans for the dissemination of the research findings .....................................149
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REFERENCES ................................................................................................................................151
GLOSSARY OF TERMS .................................................................................................................170
APPENDICES ................................................................................................................................177

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