TEACHER SOCIALIZATION AND ROLE THEORYK. ANDREW R. RICHARDS, PH.D.PURDUE UNIVERSITYCENTER FOR INSTRUCTIONAL EXCELLENCE

Curriculum and Instruction Forum

2014 SHAPE America Conference

OCCUPATIONAL SOCIALIZATION THEORY• “That field of scholarship which seeks to understand the process

whereby the individual becomes a participating member of the society of teachers” (Zeichner & Gore, 1990).

• Rooted in the study of teacher• Seminal work includes that of Waller (1932), Lortie (1975),

Lacey (1977), and Zeichner & Gore (1990)

• Developed through the work of Lawson (1983a, 1983b), Templin and Schempp (1989), and others

• I view most of my work through the interrelated lenses of occupational socialization theory and role theory

WHAT WE KNOW FROM SOCIALIZATION RESEARCH

Richards, K. A. R., Templin, T. J., & Graber, K. (In Press). The socialization of teachers in physical education: Review and recommendations for future works. Kinesiology Review.

ROLE THEORY AND ROLE STRESS• Explain how individuals are expected to act in particular

social settings

• Socialization and role identity

• Stress occurs when actors fail to agree on performance• Role Ambiguity• Role Overload • Role Conflict

(Biddle, 1986; Hindin, 2007; Linton, 1936; Parsons, 1951; Stryker, 2001)

TEACHER/COACH (T/C) ROLE CONFLICT

Richards, K. A. R., & Templin, T. J. (2012). Toward a multidimensional perspective on teacher-coach role conflict. Quest, 64, 164-176.

• Combined roles of teacher and athletic coach

• Prioritization of coaching can lead to role retreatism

• T/Cs may be able to achieve a sense of role balance.• Determined by individual and

socialization level factors that influence the T/C

SELECTED RESEARCH PROJECTS

SELECTED RESEARCH PROJECTS1. Student impressions of case-based learning in PETE

(Professional Socialization)

2. Comparing T/Cs and non-coaching teachers on measures of role stress, burnout, and resilience (Organizational Socialization)

3. Teacher role stress interview study (Organizational Socialization)

4. Graduate student socialization through professional associations (Secondary Professional Socialization)

STUDENT IMPRESSIONS OF CASE-BASED LEARNING IN PETE (PROFESSIONAL SOCIALIZATION)

CASE-BASED LEARNING IN PETE• Investigated students’ experiences and perspectives on

the use of the case study method in a PETE seminar class

• Students engaged in the following activities:• Read 10 unique case studies• Responded to questions in an online discussion board• In class, students discussed the cases in a small group• Groups took notes to summarize their discussions• Course instructor led large group discussion

• Data were collected using individual and focus group interviews and observations

Hemphill, M. A., Richards, K. A. R., Gaudreault, K. L., & Templin, T. J. (In Revision). Student perceptions of the case study method in physical education teacher education. Sport, Education & Society.

CASE-BASED LEARNING IN PETE• The following themes emerged from our study:

1. Future Focus - Cases made students more aware of potential problems they could face in the future

2. Multiple Sources of Knowledge - Students engaged with the case, their own thoughts, their classmates, and the instructors in creating responses to the cases

3. Reflection and Critical Thinking - case studies helped students engage in critical thinking and reflection

4. Student Engagement – Case-based learning was found to be an engaging way to learn

COMPARING TEACHER/COACHES AND NON-COACHING TEACHERS (ORGANIZATIONAL SOCIALIZATION)

TEACHER/COACHES AND NON-COACHING TEACHERS• Examined differences between T/Cs and non-coaching

teachers (NCTs) who taught core and non-core classes• Survey included role stress, burnout, and resilience

• Participants - 207 T/Cs and 206 NCTs

• Data were analyzed using 2x2 (Coaching Status x Subject Affiliation) Mixed ANOVAs

• T/Cs and NCTs were more similar than different in measures of burnout and role stressors• Highlight some of the interesting findings

Richards, K. A. R., Templin, T. J., Levesque-Bristol, C, & Blankenship, B. T. (In Press). Understanding differences in role stressors, resilience, and burnout in teacher/coaches and non-coaching teachers. Journal of Teaching in Physical Education.

ROLE OVERLOADHow does role overload vary by subgroup?• Coaching was significant,

F(1,409)=12.46, p<0.001, partial-η2=0.030

• Subject assignment was significant, F(1,409)=9.29, p=0.002, partial-η2=0.022.

NCTs and teachers in core subjects reported more overload than T/Cs and teachers in non-core subjects

EMOTIONAL EXHAUSTIONHow does emotional exhaustion vary by subgroup?• The main effects were

not significant.• The interaction was

significant, F(1,409)=5.31, p=0.020, partial-η2=0.013.

NCTs had similar levels of emotional exhaustion, but T/Cs from non-core subjects has lower levels than T/Cs from core subjects.

TEACHER ROLE STRESS INTERVIEW STUDY (ORGANIZATIONAL SOCIALIZATION)

TEACHER ROLE STRESS INTERVIEW STUDY• Interviews conducted with 27 teachers who perceived

some combination of high/low burnout and role conflict

• The culture of the school plays a large role in job satisfaction and the administration sets the stage

• Government policies and mandates are frustrating, especially since they were not developed by teachers

• Teachers feel overworked, underpaid, and exhausted; they are frustrated with stakeholders who don’t seem to care

• At the end of the day, the children make it worth it

Richards, K. A. R., & Templin, T. J. (In Preparation). Teachers experience with role stress, burnout, and resilience

GRADUATE STUDENTS SOCIALIZATION AND PROFESSIONAL ASSOCIATIONS(SECONDARY PROF. SOC.)

GRADUATE STUDENT SOCIALIZATION

• Sought to understand graduate students’ perceptions of the role of professional organizations during secondary professional socialization

• Participants included 16 graduate students who participated in focus group interviews

• Focus groups were held at AAHPERD events

• Data were analyzed through constant comparison and analytic induction

Richards, K. A. R., Eberline, A. D., & Templin, T. J. (In Review). Secondary professional socialization through professional organization. Journal of Teaching in Physical Education.

GRADUATE STUDENT SOCIALIZATION

Key themes that emerged from the analysis included:

1. Motivations for participation in professional organizations: The importance of personal motivation and mentor encouragement in the decision to get involved

2. Networking opportunities: Graduate students recognize the importance of networking with faculty and each other

3. Presentations and graduate student development: Presenting research and engaging in professional development is an important reason for involvement

Richards, K. A. R., Eberline, A. D., & Templin, T. J. (In Review). Secondary professional socialization through professional organization. Journal of Teaching in Physical Education.

IMPLICATION AND FUTURE DIRECTIONS

KEY MESSAGES FROM SOCIALIZATION RESEARCH• Acculturation experiences shape subjective filters and

receptivity to teacher education• Teacher educators should be aware of students’

perspectives and the dialectical process• Help them understand the socialization process and what it

means for their experiences

• School contexts can be present challenges• Possibly more true for non-core subject teachers• Professional development to reduce role stress and burnout

TEACHING ABOUT SOCIALIZATION• Overview of OST

• Dialectics and teacher agency

• School culture and implications (Richards et al., 2013)

• Be honest about the realities of school life

• Embrace a constructivist approaches to teaching

• Acculturation essays (Betourne & Richards, In Review)

FUTURE DIRECTIONS FOR RESEARCH

• Enhancing PETE Programs

• Improved understanding of T/C orientation formation

• Advocacy to help position non-core classes as legitimate school subjects

• Articulation of Role Socialization Theory

REMEMBER THAT TEACHERS MATTER“Teachers matter. They matter to the education and achievement of the students and, more and more, to their personal and social wellbeing. No educational reform has achieved success without teachers committing themselves to it” (Day et al., 2007, p. 1).

If we believe that teachers are important to the education of our children, then we must develop a better understanding of why they teach the way they do and support them in becoming better teachers.

Non Satis Scire – To Know is not Enough

THANK YOUQUESTIONS OR COMMENTS?K. ANDREW R. RICHARDS, PH.D.PURDUE UNIVERSITYCENTER FOR INSTRUCTIONAL EXCELLENCE

Curriculum and Instruction Forum

2014 SHAPE America Conference