[ad_1]
Teachers are facing increasing pressure in their role. Credit: Taylor & Francis
Performance goals, increased workload, curriculum changes, and other bureaucratic changes erode teachers' professional identities and affect their mental health. Educational examination find.
The authors of the study interviewed 39 teachers from England and Wales who were long-term absentees due to mental health problems and six senior teachers, badistants and badistants who had to deal with problems of mental health among their staff.
Teachers cited constant and complex changes in educational policies, targeted performance, lack of management support, and heavy workloads at the root of increasing stress and anxiety. They spoke of disillusionment, loss of self-esteem and feelings of failure, which prompted some to take early retirement or, in one case, to attempt suicide because of the pressure work.
Many felt that the focus on targets and outcomes fundamentally changed the role of the teacher as an educator and hindered the student-teacher relationship, ultimately harming learning opportunities and failing to respond. the psychological needs of children. Job satisfaction is also eroded by bureaucratic demands, with excessive paperwork and pressure to improve results, adding to the already heavy workload of teachers.
Difficulties with management and management styles were common, with many teachers believing that they were under constant surveillance and under pressure to meet unrealistic expectations. While aware of the pressures on school principals to successfully implement new policies, teachers felt excluded from the process and ill equipped to make the necessary changes.
This managerial approach to education and the resulting loss of decision-making about clbadroom practice have left many teachers with doubts about their role. Most felt that they were failing themselves and their children by not being able to encourage active learning in the clbadroom.
Gerry Leavey, principal investigator of the study, director of the Bamford Center for Mental Health and Wellbeing at the University of Ulster, said: "The destruction of self-esteem and efficiency, combined In desperation of failure built from the outside has permeated most of our interviews with teachers.Their comments express a tension between the old conception of what it means to be a teacher – commitment, service to the teacher. school and student learning – and the new managerial concept – accountability, performance and standards in a new world of business. "
"This tension is often internalized and has an impact on the identity of teachers, often endangering their fate and the non-academic needs of students in relation to the tasks and objectives of management. problems of stress and mental health too many good teachers leave the profession because of health problems.
Dr. Barbara Skinner, educator at the University of Ulster, added: "The educational reforms, along with the rigorously prescribed organizational and management structures that accompany them, must be evaluated according to their impact on professional identity and personal well-being, we also need better evidence, interventions focused on the well-being of teachers "
Explore further:
Teachers and Trump
More information:
Barbara Skinner et al. Managérialisme and professional identity of the teachers: impact on the well-being of the teachers in the United Kingdom, Educational examination (2019). DOI: 10.1080 / 00131911.2018.1556205
Source link
