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Anglia Ruskin University Faculty of Arts, Law And ANGLIA RUSKIN UNIVERSITY FACULTY OF ARTS, LAW AND SOCIAL SCIENCE DOCTOR OF PHILOSOPHY STRATEGIES FROM DRAMATHERAPY SUPERVISION TO AUGMENT NEWLY QUALIFIED SECONDARY SCHOOL TEACHERS’ EXPERIENCE OF SELF-EFFICACY AND COPING STRATEGIES IN THEIR NEW ROLE JULIANNE MULLEN-WILLIAMS JULY 2017 “Thoroughly unprepared, we take the step into the afternoon of life. Worse still, we take this step with the false presupposition that our truths and our ideals will serve us as hitherto. But we cannot live the afternoon of life according to the program of life’s morning, for what was great in the morning will be little at evening and what in the morning was true, at evening will have become a lie.” Carl G. Jung Abstract This study aims to investigate if strategies from Dramatherapy supervision can augment newly qualified teachers’ (NQTs) experience of self-efficacy and coping strategies in their new role. This research study sets out to explore the growing necessity for a more specific form of reflective practice for two separate cohorts of NQTs n =10 (per group) over the course of two consecutive academic years. According to recent research, teacher turnover is more prevalent in disadvantaged urban schools as a result of contextual factors: ‘an increasing workload’, ‘school situation’, the ‘turbulent student-teacher classroom dynamics’, as well as the ‘conflicting agendas between teachers and educational reform’. The study’s theoretical framework draws from teacher education, psychodynamic theory and Dramatherapy supervision theory and practice, to help NQTs develop coping pathways for self-exploration and personal growth, to obtain an increased awareness of the social and emotional processes involved in teaching and learning and to manage both individual and contextual factors that influence their sense of efficacy in their new role as a teacher. The study uses mixed methods to ascertain the efficacy of strategies from Dramatherapy supervision. Quantitative outcome measures are employed to ascertain overall self-efficacy, coping strategies and job satisfaction. Interpretative phenomenological Analyses is used to analyse the qualitative findings amassed from the post-intervention interviews with the NQTs. Autoethnography is employed to bracket the researcher’s personal reflections on the fieldnotes and to study the process of change over time in three case studies, in relation to the NQTs’ sense of efficacy and coping skills. Conclusions drawn from the results highlight that methods from Dramatherapy supervision can be beneficial for developing NQTs’ self-awareness, deepening their understanding of the challenging interpersonal dynamics and providing them with a reflective ‘meditative’ space created through creative techniques. However, the success of these findings is dependent on a number of internal and external variables that influence the NQTs’ sense of efficacy. Recommendations for education include: addressing the impact that the target driven educational climate has on the emotional well-being of teachers and subsequently their pupils, implementing compulsory regular group reflection into teacher practice based on the intervention of ‘strategies from Dramatherapy supervision’ with particular focus on mode 2 of the double matrix model of supervision and embedding training in school communities about and how to be in relationships. II Declaration The work presented in this thesis is entirely my own work. It has not been submitted previously to this or any other institution for academic award. Where use has been made of the work of other people, it has been acknowledged and referenced. Signed: Julianne Mullen-Williams Date: 14th July 2017 III Acknowledgements Without the help and support of a lot of people this study would not have been possible. Firstly, I would like to thank my supervisor, Dr. Ditty Dokter, for her patience, guidance, wisdom and care throughout the past six years. My sincerest thanks to Professor Helen Odell-Miller for her enthusiasm, support and counsel as my second supervisor. I am most grateful for her encouragement and faith in this study. I would like to thank the staff of the Anglia Ruskin University Performing Arts, Music and Dramatherapy Department for their courteous assistance and support over the past six years. I would also like to thank Talya Bruck for her support and invaluable guidance in the clinical supervision of the fieldwork. Special thanks go to the following ‘teachers’ I have been honoured to know throughout my life/education. Without their caring, encouraging support and inspirational role modelling I would never have considered undertaking a PhD; Ann Brodie, Audrey Behan, Bob Cullen, Stephen Cullen, Andrea Cullen and Elizabeth (Lily) Cullen. I owe a debt of gratitude to my mother, Olive, who has supported me throughout every stage of my life. Finally, to Mark, who has steadfastly stood by me throughout this journey as a true partner, husband and confidant. This would not be possible without you. Thank you for being there and for constantly cheerleading me towards the finish line. I dedicate this study to all my teachers: past, present and future. IV List of Tables Table 2.1 Theoretical Conceptual Framework 111 Table 3.1: Demographic table of Group 1 participants 125 Table 3.2: Demographics of NQTs in Group 2 126 Table 3.3: Summary of mixed method study design 133 Table 4.1 Brief COPE ANOVA 167 Table 4.2 ANOVA Test for The Teacher Satisfaction Scale 171 Table 4.3 Correlating Outcomes Factors 7 & 8 Brief COPE & Teachers Sense of Efficacy 181 Table 5.1: Group 1 supervision attendance 185 Table 5.2: Group 1 semi-structured questionnaire data findings 188 Table 5.3: Group 1 clusters/main themes 189 Table 5.4: Theme 1: resilience 191 Table 5.5: Theme 2: workload 191 Table 5.6: Theme 3: school support 193 Table 5.7: Theme 4: NQT vulnerability 194 Table 5.8: Group 1 Theme: Benefits of Dramatherapy Supervision 195 Table 5.9: Group 1 Theme: Challenges of Dramatherapy Supervision 203 Table 5.10: Group 2 supervision attendance 209 Table 5.11: Group 2 semi-structured questionnaire data findings 210 Table 5.12: Group 2 clusters/main themes 212 Table 5.13: Theme 1: cognitive Dissonance 213 Table 5.14: Theme 2: support systems 217 Table 5.15: Theme 3: relationships 218 Table 5.16: Group 2 Theme: Benefits of Dramatherapy Supervision 219 Table 5.17: Group 2 Theme: Challenges of Dramatherapy Supervision 224 Table 5.18: Commonalities and differences between Group 1 and Group 2 240 Table 6.1: Group 1 overview of session content 271 Table 6.2: Group 2 overview of session content 278 V List of Figures Figure 2.1: Overview flow chart of rationale for study 122 Figure 4.1: Brief COPE Group 1 Data Findings 168 Figure 4.2: Brief COPE Group 2 Data Findings 169 Figure 4.3: Observational Findings Teacher Satisfaction Scale Group 1 172 Figure 4.4: Observational Findings Teacher Satisfaction Scale Group 2 173 Figure 4.5: Observational Findings Group 1 - Factor 1 Student Engagement 175 Figure 4.6: Observational Findings Group 2 - Factor 1 Student Engagement 176 Figure 4.7: Observational Findings Group 1- Factor 2 Classroom Management 177 Figure 4.8: Observational Findings Group 2- Factor 2 Classroom Management 178 Figure 4.9: Observational Findings Group 1- Factor 3 Instructional Strategies 179 Figure 4.10: Observational Findings Group 2- Factor 3 Instructional Strategies 180 Figure 6.1: Supervision session on battle fatigue 264 VI List of Appendices Appendix 1 Pilot Study 422 Appendix 2 Participant Consent Form: Focus group pilot study 449 Appendix 3 Participant information sheet 451 Appendix 4 Participant Consent Form 453 Appendix 5 Pilot Study Findings 454 Appendix 6 Semi-structured questionnaire 458 Appendix 7 Semi structured questionnaire data 459 Appendix 8 Group 1 Sessions 461 Appendix 9 Group 2 Sessions 544 Appendix 10 NQT Support and Training Programme 2012 / 13 575 Appendix 11 NQT Support and Training Programme 2013 / 14 579 Appendix 12 Demographics Questionnaire 580 Appendix 13 IPA Clusters Group 1 581 Appendix 14 IPA Clusters Group 2 594 Appendix 15 Differences and similarities between Group 1 and Group 2 599 Appendix 16 Brief cope findings 600 VII Table of Contents Abstract ii Declaration iii Acknowledgements v List of Tables vi List of Figures vii List of Appendices viii Chapter 1 Introduction 1.0 Introduction 1 1.1 Research questions 1 1.2.0 Rationale for study: Dramatherapy in schools and personal narrative 2 1.2.1 Rationale: pilot study 6 1.2.2 Rationale: teacher education theory and reports on teacher attrition 10 1.2.3 Rationale: existing calls for support with social and emotional processes 13 1.2.4 Rationale: impact of teacher stress and attrition on school communities 16 1.3.0 Teacher training in the UK: a brief overview 18 1.3.1 Teacher training: schools based training routes and teacher retention 18 1.4.0 Induction: teacher retention 22 1.4.1 Induction: mentoring that supports retention 23 1.5.0 Section summary 26 Chapter 2 Literature review 2.0 Introduction 27 2.1.0 Section 1: Contextual factors influencing attrition rates among teachers 28 2.1.1 Attrition: the cost of teacher turnover 35 2.1.2 Attrition: the contribution of identity issues 37 2.1.3 Attrition: the contribution of emotional labour 40 2.1.4 Attrition: the contribution of burnout 45 VIII 2.1.5 Attrition: the impact of professional relationships and attachment 47 2.1.6 Attrition: the impact of sense of efficacy and self-awareness 53 2.1.7 Section summary 57 2.2.0 Section 2: Reflective practice, support systems and mentoring 58 2.2.1 Support:
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