Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.760071
Title: Strategies from Dramatherapy supervision to augment newly qualified secondary school teachers' experience of self-efficacy and coping strategies in their new role
Author: Mullen-Williams, Julianne
ISNI:       0000 0004 7432 0672
Awarding Body: Anglia Ruskin University
Current Institution: Anglia Ruskin University
Date of Award: 2017
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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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.760071  DOI: Not available
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