Shifting identities: A mixed-methods study of the experiences of teachers who are also parents

227 Pages·2016·3.62 MB·English

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Kell, Emma Louise (2016) Shifting identities: A mixed-methods study of the experiences of
teachers who are also parents. Other thesis, Middlesex University. [Thesis]
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Shifting identities:
A mixed methods study of the experiences of
teachers who are also parents

A thesis submitted to Middlesex University
in partial fulfilment of the requirements for the degree of Doctor of Education

Emma Kell
Student No. M00387995

School of Health and Education
Middlesex University

July 2016

Emma Kell Student No. M00387995 1
Shifting identities: A mixed-methods study of the experiences of teachers who are also parents
Emma Kell Student No. M00387995 2
Shifting identities: A mixed-methods study of the experiences of teachers who are also parents
Abstract

This practitioner-based, mixed methods research explores the influence of parenthood on
teacher identity; the challenges involved in combining the roles of teacher and parent, and the
benefits of being a teacher-parent. Its original contribution lies in the combination of teacher-as-
researcher perspective, its in-depth approach to an issue only fleetingly alluded to in policy
literature, and its emphasis on providing a balance of male and female voices.

The aim of the research is to provide a framework which may inform future policies at local and
national level and to provide practical advice and guidance for teacher-parents on maximising
wellbeing and effectiveness in their dual role.

The research investigates the factors, at micro, meso, and macro level that affect teacher-parent
identity as discussed in Bronfenbrenner’s Ecological Theory (1979), and seeks, through a
pragmatic approach, to identify school policies that are – or could be – effective in promoting the
wellbeing and performance of teacher-parents.

The data is collected through an innovative and contemporary combination of research methods:
focus groups at three maintained secondary schools in the London area, questionnaires, and
‘netnography’. Online discussion groups provide a wider context for the initial findings. Ethical
factors, such as the role of power and hierarchy within the schools, the multiple roles of the
researcher, and the issue of informed consent when dealing with sensitive information relating
to minors and colleagues, have been taken into account and are critical to the integrity of the
research.

This study concludes that, with the right combination of self-belief, pragmatism and support, it is
possible to effectively balance teaching and parenthood, and that the benefits that being a
parent brings to teachers can and should be nurtured by schools. The study offers a number of
recommendations as to how individuals, schools and policy makers might further improve the
wellbeing, effectiveness and career progression of teacher-parents.

Emma Kell Student No. M00387995 3
Shifting identities: A mixed-methods study of the experiences of teachers who are also parents
This thesis is dedicated to the memory of
Kevin McKellar and Sheila Hamilton
whose fierce intelligence and belief in the power of scholarship to effect positive change
continue to inspire and spur me on.

I wish they’d been here to see this completed.
Emma Kell Student No. M00387995 4
Shifting identities: A mixed-methods study of the experiences of teachers who are also parents
Acknowledgements

I dedicate this to my students past and present, with whom I have been able to share my
frustrations and my triumphs, and to whom any academic work in the field of education must
ultimately be focused. From amongst this group, a very special thank you to Arianna Salili, my
phenomenal research assistant, who helped me to find regular, up-to-date and valuable data
from the world of statistics.

A huge thank you to my colleagues past and present for providing the support, the wealth of
valuable data and the challenges for which this research is all the richer. To my online social
network, about whose existence I was initially cynical, the affirmation and support provided
exceeded my wildest expectations. Special thanks to my fellow EdD-ers, the inimitable Jill Berry
and Tim Jefferies. The solidarity has been invaluable. Thanks to the wise and empathetic Bukky
Yusuf, and the quietly and constantly supportive Julie Clarke. Thank you to my co-researcher,
Maren Dethlefsen and to my brother, Owen, for making a daunting data analysis far less scary.
To Lynne Bradbury, Pat Sikes and Barbara Cole, thank you for your patience when I tracked you
down and for helping me to clarify my questions and affirming the importance of the project.

I write extensively in this study about the vital importance of support from those closest to us.
This thesis would quite literally not have been possible without the support of family and close
friends.

To Helen, Matthew, Ursula, Clare and Taryn: thank you for your faith in me during periods of
crisis, for making me cackle when I wanted to stomp and shout, and for your endless patience
during my periods of mental and physical absence. Many of the above joined my army of long-
suffering and on-call proof-readers who patiently questioned my idiosyncrasies and ‘clausal
clustershambles’. Thanks to those who have most recently offered their eagle-eyes: Eileen Sabur
and Eoin McCarthaigh.

Thank you my first guide and mentor, Paul Miller for his calm focus, his wisdom, his ongoing faith
in me and his advice to ‘choose a topic you live, breathe and eat for breakfast’ – this project
would never have got off the ground without him. Thanks to Helen Gunter, for her invaluable
incisive input. And to Paul Gibbs, my supervisor, for his absolute confidence in me and his
Emma Kell Student No. M00387995 5
Shifting identities: A mixed-methods study of the experiences of teachers who are also parents
pragmatic, patient guidance and reminders not to try to change the world… or at least wait until
next week.

To Helen Diamond and the team at Bloomsbury, who saw the potential for a wider readership on
teacher wellbeing - here’s to the next exciting journey!

Ultimately, this is dedicated to my immediate family. To my long-suffering husband, Rav
Vadgama, who never stopped believing I could do it and put up with every tantrum along the
way. To my first inspirations, my parents, Mary and Alan Kell, who continue to teach me that
with the right combination of stubbornness, optimism and support, anything is possible. And
finally, this is for our fabulous daughters, Isla and Sasha, who have survived despite having a
mother-teacher-leader-researcher to parent them - a bit scruffy and occasionally unwashed, but
feisty, humorous, independent and impetuous and full of promise. Because parenthood,
ultimately, is not about limitations and challenges, but about hope, resilience and endlessly
exciting possibilities.

Emma Kell Student No. M00387995 6
Shifting identities: A mixed-methods study of the experiences of teachers who are also parents
Table of contents

Abstract 3

Acknowledgements 5

Chapter 1 Introduction 12

1.1 Introduction 12
1.2 Positionality 15
1.3 Theoretical framework 16
1.4 Methodology 18
1.5 Methodological assumptions 19
1.6 Summary and structure of the study 20

Chapter 2 Theoretical framework 22

2.1 Introduction 22
2.2 Identifying an appropriate theoretical framework 22
2.3 Bronfenbrenner’s ecological systems theory 24

Chapter 3 Literature review: teacher identity 28

3.1 Introduction 28
3.2 Teacher identity 28
3.2.1 Teacher identity and the transition to 31
parenthood
3.2.2 Emotions and the teacher self 32
3.2.2.1 Teacher burnout 33
3.2.2.2 Teacher wellbeing and resilience 34
3.2.2.3 Teacher effectiveness 36
3.2.3 Relationships 36
3.2.3.1 Relationships with students 37
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Shifting identities: A mixed-methods study of the experiences of teachers who are also parents
3.2.3.2 Relationships with colleagues 38
3.2.3.3 Relationships with parents 40
3.2.3.4 Wider teacher networks: the role of technology 40
3.2.4 Institutional and national contexts 41
3.5 Conclusion 44

Chapter 4 Literature review: teacher as parent 45

4.1 Introduction 45
4.2 Post-structuralist, feminist perspectives 46
4.3 Roles 48
4.3.1 Balancing roles 49
4.3.2 Role conflict 50
4.3.3 Role enrichment 53
4.4.1 Institutional identity and working values 54
4.4.2 School leadership and management 54
4.4.3 Practicalities and logistics 55
4.5 Conclusion 57

Chapter 5 Methodology and methods: research design 58

5.1 Introduction 58
5.2 Methodology and research design 59
5.2.1 Methodological assumptions 60
5.2.2 The research journey: pragmatism and 64
interpretivism
5.2.3 Mixed methods research 67
5.2.4 Case study 70
5.3 Data collection methods 73
5.3.1 Focus groups 76
5.3.2 Questionnaires 78
5.3.3 Netnography 79
5.4 Data analysis 81
Emma Kell Student No. M00387995 8
Shifting identities: A mixed-methods study of the experiences of teachers who are also parents
5.5 Reliability, Validity and Generalisability 82
5.6 Ethical considerations 85
5.7 Conclusion 88

Chapter 6 Data analysis 89

6.1 Introduction 89
6.1.1 Micro, mecro and macro influences on teacher 90
identity, effectiveness and wellbeing
6.1.2 Considerations regarding data collection 91
6.2.1 The impact of parenthood on teacher identity 92
6.2.2 The impact of parenthood on perceived 95
wellbeing and effectiveness
6.2.3 The impact of parenthood on career aspirations 101
6.3 Balancing roles 108
6.3.1 Role enrichment and role conflict 109
6.3.2 Role enrichment 110
6.3.2.1 Role enrichment at micro level 111
6.3.2.2 Role enrichment at meso level 114
6.3.2.3 Role enrichment at macro level 124
6.3.3 Role conflict 127
6.3.3.1 Role conflict at micro level 129
6.3.3.2 Role conflict at meso level 136
6.3.3.3 Role conflict at macro level 143
6.4 Conclusion 147

Chapter 7 Emerging issues and implications 148

7.1 Introduction 148
7.2 Fresh perspectives at micro level 148
7.3 Fresh perspectives at meso level 154
7.4 Fresh perspectives at macro level 158
7.5 Fresh perspectives: conclusions 160
Emma Kell Student No. M00387995 9
Shifting identities: A mixed-methods study of the experiences of teachers who are also parents