Thriving on Challenge: Examining Teachers’ Views on Sources of Support for Motivation and Well-Being

• In Event: Canadian Association for Educational Psychology (CAEP): Supporting At-Risk Learners: Applications of Educational Psychology in Canadian Contexts

Abstract

As part of a larger research initiative on promoting positive life outcomes for struggling youth, we are examining: (a) how some teachers thrive in teaching positions that others consider extremely challenging and stressful; and (b) how teachers’ motivation and well-being supports their effectiveness at work. Drawing on self-determination theory (SDT), this presentation focuses on how teachers’ perceived autonomy, belonging, and competence supports their professional motivation (enhances efficacy, engagement and commitment) and well-being (reduces stress and exhaustion).

Research indicates teacher retention is a major challenge in education, especially in fields like special education and communities that serve youth with significant needs (Castro et al., 2010; McLesky et al., 2004). Research also links teacher motivation and well-being to teacher retention and effectiveness (Klassen et al., in press). Therefore, investigations about what distinguishes teachers who thrive in challenging teaching contexts—what factors sustain and retain them—should attend to constructs associated with motivation and well-being. SDT presumes people function optimally when three basic psychological needs are met: needs for autonomy, belonging, and competence (Deci & Ryan, 2002). Research in a wide range of workplaces links the satisfaction of these needs with successful performance, increased engagement and satisfaction, and decreased stress and burnout. Most of this research has been conducted outside the field of education, but recent research indicates the implications of meeting these needs are similar for teachers (Klassen et al.) and that teachers who are “self-determined” engage in practices that support their students’ self-determination (Taylor & Ntoumanis, 2007).

We use qualitative case study methods to study teachers who are “thriving” in their work with highly vulnerable youth. This presentation focuses on one teacher in an alternative education program in a large urban school district in BC, Canada. He has taught in the program for 6 years and worked with struggling youth for 20 years. Students in his current program are 15-19 years old, in care and/or on probation, have failed in mainstream schooling, and have many barriers to employment. His program is housed outside of schools in a strip mall in a low-SES urban neighborhood. We use a semi-structured interview protocol to hear his views on sources of autonomy support, belonging, and competence in his workplace as well as indications of his teaching efficacy and engagement, commitment to the profession, and levels of stress and exhaustion. Sources of joy, reasons for optimism, and coping strategies also are examined. Observations from the interview are linked to observations in the classroom. In particular, the teacher’s self-determination is linked to practices that promote self-determination in students.

Given the high rate of attrition in special education, especially among teachers who work with youth characterized as emotionally and behaviorally disturbed (Billingsly, 2004), research that seeks to understand how some teachers thrive in these contexts is needed. In particular, research that links teachers’ motivation and well-being to retention and effectiveness seems promising for developing contexts that sustain and retain teachers.

Authors

• Nancy E. Perry, The University of British Columbia

• Gigi Michelle Hofer, The University of British Columbia

• Rebecca J. Collie, The University of British Columbia

• Charlotte Ann Brenner, The University of British Columbia