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The Effect of Change on Teachers' Emotions and Identity in a Tertiary The effect of change on teachers’ emotions and identity in a tertiary college in the Middle East Submitted by Julie Ann Richards MBE to the University of Exeter as a thesis for the degree of Doctor of Education in Education December 2017 This thesis is available for Library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. (Signature) ……………………………………………………………………………… 1 Abstract This study is set in a further education setting in the United Arab Emirates (UAE). It aims to deepen understanding of the effect of educational change on teachers’ emotions, to explore the various ways that teachers respond to change, and to uncover whether, and in what ways, teachers renegotiate their identities in response to change. This study is set against a background of significant educational change in the UAE during the past 30 years. The research institution is a tertiary college preparing Emirati students for Bachelor’s degrees in a range of technical and vocational courses. Highly qualified and experienced teachers are recruited globally and are of diverse nationalities. The study uses a sample of six mid-career expatriate teachers who have been teaching in the research institution for more than five years. Data is collected over a six-month period through semi-structured interviews and documentary evidence from the research institution. The main findings demonstrate that teachers appraise change and respond emotionally in various ways depending on its congruence with their professional beliefs. The significance of this study is that it identifies how agentic teachers are able to develop and transform their identities through boundary experiences. 2 LIST OF CONTENTS Abstract…………………………………………………………………………….. 2 List of Contents………………………………………………………………….… 3 List of Tables ……………………………………………………………………… 8 List of Abbreviations……………………………………………………………… 8 List of Appendices ………………………………………………………………. 9 Acknowledgements……………………………………………………………….. 10 Chapter One: Introduction…………………………………………………….. 11 1.1 Global educational change………………………………………………….. 13 1.2 Teacher identity………………………………………………………………. 15 1.3 Emotion research…………………………………………………………….. 16 1.4 My background……………………………………………………………….. 17 1.5 The research context ………………………………………………………… 19 1.6 My perception of change in the research institution………………………. 20 1.7 Structure of the thesis ……………………………………………………….. 22 Chapter Two: Literature Review………………………………………………. 24 2.1 Introduction……………………………………………………………………. 24 2.2 Teacher identity………………………………………………………………. 25 2.2.3 Defining identity in current research….…………………….……. 26 2.2.4 Conceptualisations of teacher identity…………………………… 27 a Teacher identity as a dynamic entity…………………………. 28 b Teacher identity as multiple and fragmented…………………. 30 c Teacher identity as a site of conflict…………………………… 31 2.2.5 Conclusion ………………………………………………………….. 33 2.3 Emotions………………………………………………………………………. 33 2.3.1 Teaching as Emotional Labour……………………………………. 34 2.3.2 Lazarus’ theory of emotion………………………………………... 36 3 2.3.3 Categories of emotions .……………………………………..……. 40 2.3.4 Emotions and identity………………………………………………. 42 2.3.5 Conclusion………………….………………….……………………. 46 2.4 Educational Reform………………….………………….……………………. 46 2.4.1 Conceptualisation of reform……………………………………….. 47 2.4.2 Policy and policy enactment………………………………………. 47 2.4.3 Teachers’ professional agency…………………………………… 50 2.4.4 Educational reform and emotions………………………………… 52 2.4.5 Effect of educational reform on emotions and teacher identity… 53 2.4.6 Conclusion………………….………………….……………………. 56 Chapter Three: Methodology and Research Design……………………… 57 3.1 Introduction………………….………………….……………………………... 57 3.2 Rationale………………….………………….………………….…………….. 58 3.2.1 Research aims………………….…………………………………... 58 3.2.2 Research objectives………………….………………….………… 59 3.3 Research questions………………….………………….…………………… 59 3.4 The researcher………………….………………….………………………… 60 3.5 Research paradigm………………….………………….……………………. 62 3.6 Ontological and epistemological considerations…………………………… 64 3.7 Theoretical perspective………………….…………………………………… 67 3.8 Methodology………………………….………………….……………………. 68 3.9 Phenomenology………………….………………….……………………….. 69 3.10 Semi-structured interviews………………….………………………….….. 71 3.11 Participant selection………………….…….……………………………….. 75 3.12 Thematic Analysis ……………….…………..…………………………… .. 76 3.13 Documents…………………………………………………………………… 81 3.14 Ethical considerations………………….………………….……………….. 81 3.15 Limitations………………….………………….…………………………….. 83 3.16 Conclusion………………….………………….………………….………… 84 Chapter Four: Research Findings………………………………………….…. 85 4.1 Introduction………………….………………….……………………………... 85 4 4.2 Research Question 1 – What is the effect of change on teachers’ emotions? …………….………………….………………….……………………. 88 4.2.1 Appraisal Finding 1.1: Teachers perceive incongruence when change does not align with their goals, beliefs and ego-involvement…………..……….. 88 Finding 1.2: Teachers perceive congruence when change aligns with their goals, beliefs and ego-involvement…………………………...…… 90 Finding 1.3: All teachers assign blame to the institution……………… 91 Finding 1.4: Teachers cope with change in different ways…………… 92 4.2.2 Emotional responses according to Lazarus’ core-relational themes…. 94 Finding 1.5: Change evokes positive emotions when it is congruent with teachers’ goals and beliefs………………….…………………….... 95 a. Happiness………………………………………………………… 95 b. Pride……………………………………………………………….. 97 Finding 1.6: Change evokes negative emotions when it is incongruent with teachers’ goals and beliefs…………………………………………. 98 a. Anger…………………………………………………………….. 99 b. Anxiety……………………………………………………………. 100 c. Sadness…………………………………………………………... 102 Finding 1.7: Change is associated with problematic emotions when it is incongruent with teachers’ goals and beliefs…………………………. 105 a. Hope………………………………………………………………. 105 b. Compassion……………………………………………………… 106 Finding 1.8 - Teachers become more ambivalent to change when it is repetitive, and as they age………………………………………………... 108 4.3: Research Question 2 – In what ways do teachers respond to change?.... 108 Finding 2.1 – Teachers cope with change by modifying their thinking and behaviour………………….………………….………………………. 109 Finding 2.2 – Teachers cope with change by becoming passive in the change process…………………………………………………….……… 110 Finding 2.3 – Teachers cope with change by passive resistance……. 111 Finding 2.4 – Teachers cope with change by relocating……………… 112 5 4.4: Research Question 3 - How do teachers interpret their identities? ……. 113 Finding 3.1: Teachers have different views of what it means to be a teacher; teachers can have multiple identities and these may change over time. ………………….………………….………………….……….. 113 a. Teacher as a professional………………….……………………. 113 b. Teacher as a technician………………….……………………… 115 c. Teacher as a facilitator………………….……………………….. 117 4.5: Research Question 4 - What factors and experiences affect teachers’ understanding of identity negotiation? ………………….………………………. 118 Finding 4.1: Teachers have different ways of understanding how their identities are negotiated. ………………….……………………………… 118 Finding 4.2: Teachers identities are negotiated by background and personal experiences, context and professional learning……………... 120 a. Background and personal experiences…………………………. 120 b. Context………………….………………….………………………. 120 c. Professional learning experiences………………………………. 122 4.6: Conclusion………………….………………….………………….…………. 124 Chapter Five: Discussion………………….………………….……………….. 125 5.1 Teachers’ emotions in a context of change………………….………..…… 125 5.1.1 Teaching as an emotional practice…………………………………. 125 5.1.2 Applying Lazarus’ theory of emotion……………………………….. 126 5.1.3 Exploring Lazarus’ core-relational themes…………………...……. 128 a. Positive emotions…………………………………………………. 128 b. Negative emotions……………………………………..…………. 131 c. Problematic emotions…………………………………………….. 134 5.2 Teachers’ understanding of their identity………………………..…………. 136 5.3 The effect of change on teachers’ identity…………………….……………. 138 a. Deprofessionalisation………………………………..……………..…… 139 b. Policy enactment………………………………………..……………..… 140 c. Agency………………………………………………………………..…… 142 d. Boundary experiences…………………………………………………... 146 6 5.4 Conclusion ………………………………….………………………………… 148 Chapter Six: Conclusion………………….………………….………………… 150 6.1 Aims and implications………………….………………….…………………. 150 6.2 Reflection and limitations………………….………………….……………… 155 6.3 Recommendations for future research………………….………………….. 156 6.4 Final thoughts………………….………………….………………….……….. 157 7 List of tables Table 1: Summary of primary and secondary appraisal (Lazarus, 1991)…... 37 Table 2: Emotions and core-relational themes (Lazarus, 1991)……….……. 41 Table 3: Relationship between epistemology, theoretical perspectives, vvvvvvvvmethodology and research methods…………………………………. 63 Table 4: Changes described by teachers………………….………………….… 86 Table 5: Summary of teachers’ primary and secondary appraisal of change. 89 Table 6: Positive emotions expressed by teachers……………………………. 95 Table 7: Negative emotions expressed by teachers………………………….... 98 Table 8: Problematic emotions expressed by participants ………………….… 105 List of Abbreviations CELTA – Certificate of Teaching English to Speakers of Other Languages CSE – Certificate of Secondary Education DELTA – Diploma in English Language Teaching
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