University of Tasmania
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Developing teachers‚ÄövÑv¥ self-regulation to support stress management

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posted on 2023-05-28, 18:37 authored by Edwards, M-C
Teaching is a stressful profession, particularly for those who work in low socioeconomic and/or highly challenging contexts. A chronically stressed teacher is compromised in their capacity to engage effectively with students and colleagues and create the safe, healthy, and challenging learning environments needed for students to thrive emotionally, socially, physically, and academically. So how do teachers learn about stress and apply this knowledge to support their own stress management? This research confirmed the intense stress experienced by teachers and administrators in a low socioeconomic primary school in regional Tasmania, Australia. Using a design-based research (DBR) approach (Anderson & Shattuck, 2012; Crippen & Brown, 2018), cycles of self-regulation professional learning (PL) were provided through workshops and optional video learning conversations (VLCs) enabling a connection between Self-Reg theory (Shanker, 2013; 2020) and teacher self-regulation practice. Mixed methods were iteratively employed and resulting data from questionnaires and VLCs were coded and thematically analysed to inform three research questions. These questions sought to further understand how teachers in this challenging context learned self-regulation; what enabled and constrained their application of self-regulation knowledge and skills; and, how the self-regulation PL influenced their management of stress. Key findings highlighted factors informing these questions including various significant relationships relevant to effective and ongoing self-regulation PL and the influence of teachers‚ÄövÑv¥ levels of energy, tension, and overall perception of safety, in determining their capacity to engage in growth-promoting PL. Enabling and constraining factors related to participants‚ÄövÑv¥ application of self-regulation knowledge and skills were also identified and included personal levels of energy and tension, the capacity to socially engage with others, workload, time, and the demands of contextual stressors. Consistent with DBR methodology, a set of four design principles embedded in a humanistic approach were identified and tested across three iterations of research providing a starting point for others seeking to engage in self-regulation PL for teachers in highly challenging contexts. These are supported by models and tools adopted, adapted, and created across the research. This research also had societal implications. Teachers and school administrators with a deeper understanding of the brain/body response to stress and the capacity to apply this learning to support their own stress management, potentiated their own improved wellbeing, in turn positioning them well to support the wellbeing and academic outcomes of their students - a catalyst for positive societal trajectories.

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Faculty of Education

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