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Introductory Pages University of Canberra This thesis is available in print format from the University of Canberra Library. If you are the author of this thesis and wish to have the whole thesis loaded here, please contact the University of Canberra Library at [email protected] Your thesis will then be available on the www providing greater access. The primary school as an emotional arena: A case study in collegial relationships Lucy M Jarzabkowski Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy at the University of Canberra January, 2001 © Lucy Jarzabkowski, 2001 ACKNOWLEDGEMENTS First and foremost I wish to acknowledge the tireless support and assistance of my supervisor, Professor Marie Brennan. Her thoughtful guidance led me to choose a research topic of great personal interest and to conduct a study that I really enjoyed. Throughout the three years of my doctoral candidacy her personal encouragement and professional direction have been exemplary. I am truly indebted to her for assisting me to develop as a scholar and a researcher. I would particularly like to thank the principal and staff of 'St Cecilia's School1 for their contribution to this thesis. Without their genuine co-operation and participation this study would not have been possible. Their welcoming nature, openness and honesty have made the research experience a positive one for me. I am sincerely grateful for the opportunity to share their collective story in this thesis. My patient and tolerant partner, Seenu Krishnamurthy, must be acknowledged for the comfort and support provided to me. The peace and contentment of our lifestyle has allowed me to pursue my academic goal without distraction and for this I am truly grateful. I also wish to acknowledge the assistance of my friend and former colleague, Patrick Danaher, who proofread the penultimate draft of this thesis. His unerring attention to detail has been very much appreciated. It was his belief in my academic ability that first encouraged me to take on doctoral studies and I have been grateful for his ongoing support. Thanks must also go to my close friend, Doreen Lovett, who, as well as offering kindness and hospitality, also provided invaluable proofing assistance in the preparation of this thesis. I greatly appreciate the exceptional effort both she and Patrick put into such a laborious task. Importantly, I accept all responsibility for any errors contained herein. Doctoral study can be an isolating and lonely experience. Therefore, I particularly wish to thank my friend and fellow doctoral candidate, Nola Simpson, for being ever present to me via email communication during the three-year journey. Our daily correspondence gave me considerable courage as we each progressed towards our individual goals. Lastly, I wish to acknowledge receipt of an Australian Postgraduate Award, which made it possible for me to undertake full time study for my doctorate. ABSTRACT The thesis is an exploratory and descriptive study focusing on the emotional dimensions of collegial relationships in a primary school. The research is timely given the current pressures to develop cultures of collaboration and shared leadership in schools today. The study concentrates on the non-classroom work of teachers and investigates three particular areas of school life: the collegial practices of staff; the emotional milieu of teachers' work; and the contributions of members towards an emotionally healthy staff community. An interpretive tradition has been used in conducting the research, thus giving voice to the perceptions of research participants about their work. The research was conducted as an ethnographic case study. Data were gathered largely through participant observation and interviews. The researcher visited the school on a regular basis through the course of one school year, averaging over one day per week working in the school. Eighteen staff members were formally interviewed, the principal and assistant principal on several occasions. Extensive fieldnotes and interview transcripts were created and, aided by NVivo, a computer package for the analysis of non-statistical data, data were broken down into categories and resynthesised to bring to life a picture of the lived reality of collegiality for staff members in a primary school. The study adds to new knowledge in several important ways. First, it allows for a reconceptualisation of teachers' work. It shows how many different practices contribute to a collegial culture within a primary school and demonstrates how the social and emotional dimensions of collegiality are significant in the development of professional relationships. Second, the study develops an understanding of emotional labour for school personnel and contributes importantly to a broader picture of how emotional labour can be practiced, particularly for the sake of collegiality. It is posited that different kinds of emotional labour exist within the school setting, and that emotional labour in schools may be different from that in some other service organisations. The study explores bounded emotionality as a cultural practice among staff, suggesting that it allows expression of emotions about classroom work while at the same time constrains negative emotional displays so as to build and maintain community. The study suggests that the principles of bounded emotionality, as they operate within the primary school, present both benefits and burdens for a collegial staff, but may encourage an emotionally healthy workplace. TABLE OF CONTENTS Chapter One - Introduction to the Research 1.1 Overview of the Chapter 1 1.2 Framing the Study within the Broader Educational Context 2 1.3 Significance of the Research 6 1.4 Limitations and Delimitations of the Study 10 1.5 Organisation of the Thesis 11 Chapter Two - Review of the Literature 2.1 Overview of the Chapter 13 2.2 The Emotionality of Schools and Other Organisations 14 2.2.1 Emotions in Organisational Studies 14 2.2.2 A Theoretical Framework for Studying Emotions 16 2.2.3 Defining Emotion 20 2.2.4 Emotional Labour as a Form of Emotion Management 21 2.2.5 Emotional Labour and Bounded Emotionality 25 2.2.6 Teaching as an Emotional Activity 30 2.2.7 School Leadership as an Emotional Activity 34 2.2.8 Educational Change as an Emotional Activity 36 2.2.9 Collegiality as an Emotional Activity 39 2.3 Linking Emotionality and Collegiality 40 2.3.1 Collegiality as a Formof Teacher Culture 40 2.3.2 Studying Collegiality and Collaboration 43 2.3.3 Collaborative and Collegial Practices in Schools 46 2.3.4 Collegiality and Interpersonal Relationships 52 2.3.5 Problematic Emotional Aspects of Collegiality 53 2.3.6 Positive Emotional Aspects of Collegiality 57 2.3.7 The Staffroom as the Site for Emotionality and Collegiality 63 2.4 Identification of Significant Gaps in the Literature 65 Chapter Three - Educational Research Theory, Methodology and Design 3.1 Overview of the Chapter 67 3.2 The Interpretive Tradition 67 3.3 Using Ethnography to Study Relationships 69 3.4 Case Study as an Interpretive Approach 72 3.5 A Description of the Case Study School 75 3.6 Site Selection And access 78 3.7 Data Collection Techniques 80 3.7.1 Participant Observation 80 3.7.2 Interviewing 84 3.7.3 Document Analysis 87 3.8 Data Analysis 88 3.9 Reporting 92 3.10 The Role of the Researcher 93 3.11 Ethical Considerations 97 3.12 Review of the Chapter 100 Chapter Four- Collcgiality 4.1 Overview of the Chapter 101 4.2 Collaborative Work at St Cecilia's School 101 4.2.1 Staff Meetings 102 4.2.2 Curriculum Development 105 4.2.3 Policy Development 106 4.2.4 Key Teachers' Work 107 4.2.5 School-Based Professional Development 109 4.2.6 Year-Level Planning 110 4.2.7 Work with Specialist Teachers 113 4.2.8 Sharing of Classes - 114 4.2.9 Small Group and Committee Work 116 4.2.10 Informal Collaboration 117 4.3 Perceived Benefits Derived from Collaborative Work 120 4.4 Influences on Collaboration 125 4.4.1 Structural Influences 126 4.4.2 Social Influences 129 4.5 Social Activities at St Cecilia's School 134 4.5.1 Informal Gatherings 134 4.5.2 Birthday Morning Teas 136 4.5.3 Friday Afternoon Drinks 137 4.5.4 Lunches and Dinners 138 4.5.5 Sports Events and Other Traditions 140 4.6 Perceived Benefits Derived from Staff Social Activities 142 4.7 Contributions to New Knowledge Revealed Through this Case 144 Chapter Five - The Emotional Milieu 5.1 Overview of the Chapter 148 5.2 Teaching as an Emotional Experience 148 5.3 Collegiality as an Emotional Experience 152 5.3.1 The Emotions of Planning Collaboratively 152 5.3.2 The Emotions of Participating in Collaborative Decision Making 154 5.3.3 The Emotions of Managing Conflict 161 5.3.4 The Emotions of Working with School Leaders 164 5.4 The Emotional Experience of Being a School Leader 170 5.5 The Management of Emotions to Maintain Collegial Relationships 177 5.6 Contributions to New Knowledge Revealed Through this Case 183 Chapter Six - Emotional Health 6.1 Overview of the Chapter 188 6.2 Caring and Supportive Behaviours 189 6.2.1 Class Support 189 6.2.2 Volunteering 190 6.2.3 Professional Advice and Support 192 6.2.4 Valuing the Professional Contribution of Others 193 6.2.5 Non-Competitiveness 195 6.2.6 Emotional Support 197 6.3 Emotional Awareness and Expression 199 6.3.1 Emotional Awareness 199 6.3.2 Ability to Vent Emotions 200 6.3.3 Listening 202 6.3.4 Comfort and Trust 203 6.4 Community Building 204 6.4.1 Use of Humour 204 6.4.2 Valuing Social Interaction 208 6.4.3 Being Positive and Taking Responsibility 211 6.4.4 Welcoming Newcomers
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