Variations in Teachers' Work, Lives and Effectiveness - Digital

323 Pages·2006·1.61 MB·English

RESEARCH
Variations in Teachers’ Work,
Lives and Effectiveness
Christopher Day [1], Gordon Stobart [2], Pam Sammons [1],
Alison Kington [1], Qing Gu [1],
Rebecca Smees [2] and Tamjid Mujtaba [2]
[1] School of Education, University of Nottingham
[2] London Institute of Education
Research Report RR743
Research Report
No 743

Variations in Teachers’ Work,
Lives and Effectiveness

Christopher Day [1], Gordon Stobart [2], Pam Sammons [1],
Alison Kington [1], Qing Gu [1],
Rebecca Smees [2] and Tamjid Mujtaba [2]

[1] School of Education, University of Nottingham
[2] London Institute of Education

The views expressed in this report are the authors’ and do not necessarily reflect those of the Department
for Education and Skills.

© Crown Copyright 2006
ISBN 1 84478 728 1
i
Table of Contents
Page

Index of Figures and Tables iii

Executive Summary vi

PART ONE: Chapter 1 1

1.0 Introduction 1
2.0 Design of the study 11
3.0 Conclusion 34

PART TWO: Chapter 2 The Teachers and The Pupils 35

1.0 Introduction 35
2.0 Conclusion 46

Chapter 3 Hypotheses and Definitions 47

1.0 Introduction 47
2.0 Hypotheses 47
3.0 Definition of terms 48
4.0 Conclusion 52

PART THREE: Variations in Effectiveness 53
Chapter 4 Relative Effectiveness: Using value added approaches to
54
explore pupil attainment and progress

1.0 Introduction 54
2.0 Multilevel Modelling, Contextualised Value Added 62
Attainment Results
3.0 Summary of key findings 78

Chapter 5 Professional Life Phases 82

1.0 Introduction 82
2.0 Findings 86
3.0 The dynamic nature of professional life phases 118
4.0 Conclusion 120

Chapter 6 Continuing Professional Development (CPD) 123

1.0 Introduction 123
2.0 Findings 124
3.0 Conclusion 140

Chapter 7 The Emotional Contexts of Teaching: Teacher identities 142

1.0 Introduction 142
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2.0 Findings 154
3.0 The interactive nature of identity Scenarios 182
4.0 Conclusion 185

PART FOUR: Chapter 8 Commitment and Resilience: How teachers 188
sustain their effectiveness

1.0 Introduction 188
2.0 Commitment and Resilience: Variations in VITAE 221
teachers’ effectiveness
3.0 Conclusions: How teachers sustain their commitment, 236
resilience and effectiveness

PART FIVE: Chapter 9 Associations Between Variations in Teachers’ 242
Work, Lives and Effectiveness: Summary of Key Messages and Core
Messages

1.0 Introduction 242
2.0 Variations in Effectiveness 243
3.0 Moderating Factors in Teachers’ Work, Lives and 244
Effectiveness
4.0 Teacher Identities and Effectiveness 248
5.0 Mediating Influences on Teachers’ Work, Lives and 251
Effectiveness
6.0 The Influence of Pupils 253
7.0 School Leaders, Colleagues and Effectiveness 254
8.0 Work and Life Interaction (Well-Being) and Effectiveness 255
9.0 Continuing Professional Development and Effectiveness 256
10.0 Commitment, Resilience and Effectiveness 257
11.0 Conclusions 259
12.0 Core Messages 261

References 264

Appendices I

Appendix 1 Summary of Working Papers I
Appendix 2 Technical Report on Value Added Analysis of Pupil Key IV
Stage Outcomes Across Three Cohorts
Appendix 3 Examples of Transition Teachers (Professional Life Phase) XVI
Appendix 4 Professional Life Phase Illustrations XVIII

i
Index of Figures and Tables

Chapter 1

Figures
Figure 1.1: Relational and Relative Effectiveness
Figure 1.2: Hypothesised initial model of factors contributing to variations in teacher
effectiveness
Figure 1.3: Teachers' selves as factors moderating effectiveness
Figure 1.4: Data sources and types
Figure 1.5: Summary of sampling design
Figure 1.6: Case Study Primary Teachers Compared to National Profile Numbers of
Years in Service
Figure 1.7: Case Study Secondary Teachers Compared to National Profile Numbers of
Years in Service
Figure 1.8: Case Study Primary Schools Compared to National Profile Numbers of
Pupils on Roll
Figure 1.9: Case Study Secondary Schools Compared to National Profile Numbers of
Pupils on Roll

Tables
Table 1.1: Primary schools case study matrix (75 schools) – Banded performance at KS
2 (level 2 and above)
Table 1.2: Secondary schools case study matrix (25 schools) – Banded performance at
KS 3 (level 5 and above)
Table 1.3: Timetable of data collection methods
Table 1.4: Size of primary schools in case study sample compared to national figures
Table 1.5: Size of secondary schools in case study sample compared to national figures
Table 1.6: Primary school pupils’ eligibility for free school meals compared to national
figures
Table 1.7: Secondary school pupils’ eligibility for free school meals compared to
national figures

Chapter 4
Tables
Table 4.1: Categorisation of contexualised residuals
Table 4.2: The numbers of pupils, classes and school in the multilevel analysis
Table 4.3: Child and school factors significantly related to attainment (Year 2)
Table 4.4: Child and school factors significantly related to progress after control for
prior attainment (Years 6 and 9)
Table 4.5: Intra school correlations – Maths and English value-added results for Year 6
and Year 9 teachers
Table 4.6: Distribution of Value Added results for Year 6 and 9 outcomes
Table 4.7: Relationships between teachers’ relative effectiveness (value-added) across
cohorts 1 and 2 for the Year 6 sample
Table 4.8: Relationships between teachers’ relative effectiveness (value-added) across
cohorts 1 and 2 for the Year 9 sample (controlling for class ability level)
Table 4.9: Comparison of relative effectiveness in English and maths – Year 6 teachers
(cohort 1)
Table 4.10: Comparison of relative effectiveness in English and maths – Year 6 teachers
(cohort 2)
Table 4.11: Number and Gender of Teachers with Value Added Results for at least one of
the first two cohorts
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Table 4.12: Percentage of Teachers with Value Added Results for both Year Cohorts
Table 4.13: Numbers of Broadly More Effective and Less Effective Teachers in Cohorts
1 and 2 by Year group

Chapter 5
Figures
Figure 5.1: Developing Efficacy (0-3) (N=15)
Figure 5.2: Reduced Efficacy (0-3) N=10)
Figure 5.3: Variations in levels of commitment (4-7) (N=75)
Figure 5.4: Key influences on teachers with growing identity, increased efficacy (4-7)
(N=36)
Figure 5.5: Key influences on teachers who had sustained a moderate level of efficacy
(4-7) (N=23)
Figure 5.6: Key influences on teachers whose identity and efficacy are at risk (4-7)
(N=15)
Figure 5.7: Variations in levels of commitment (8-15) (N=86)
Figure 5.8: Key influences on teachers with sustained engagement (8-15) (N=62)
Figure 5.9: Key influences on teachers with decreased motivation (8-15) (N=20)
Figure 5.10: Key influences on teachers with sustained
Motivation (16-23) (N=23)
Figure 5.11: Key influences on teachers with decreased motivation (16-23) (N=6)
Figure 5.12: Variations in levels of commitment (16-23) (N=46)
Figure 5.13: Variations in levels of commitment (24-30) (N=52)
Figure 5.14: Key influences on teachers with sustaining motivation (24-30) (N=28)
Figure 5.15: Key influences on teachers who are holding on but losing motivation (24-30)
(N=24)
Figure 5.17: Key influences on teachers who felt tired and trapped (31+) (N=8)
Figure 5.16: Key influences on teachers who sustained commitment (31+) (N=14)
Figure 5.17: Key influences on teachers who felt tired and trapped (31+) (N=8)
Figure 5.18: Variations in levels of motivation (31+) (N=22)

Chapter 6
Figures
Figure 6.1: Summary of Teachers’ Positive Experiences of CPD
Figure 6.2: Q17. How satisfied are you with the extent you get time to reflect on your
teaching? (By professional life phase)
Figure 6.3: Q18. How satisfied are you with the time and opportunity to learn with and
from colleagues? (By professional life phase)
Figure 6.4: CPD Dimensions and Professional life phase 0-3
Figure 6.5: CPD Dimensions and Professional life phase 4-7
Figure 6.6: CPD Dimensions and Professional life phase 8-15
Figure 6.7: CPD Dimensions and Professional life phase 16-23
Figure 6.8: CPD Dimensions and Professional life phase 24-30
Figure 6.9: CPD Dimensions and Professional life phase 31+
Figure 6.10: Q14. How satisfied are you with your overall current CPD opportunities (by
FSM band)?
Figure 6.11: Q19. How satisfied are you with the balance of professional development
opportunities your school has supported to meet your needs and those the
school?
Figure 6.12: Q17. How satisfied are you with the extent to which you get time to reflect on
your teaching?
Figure 6.13: CPD Dimensions and FSM (0-3)
Figure 6.14: CPD Dimensions and FSM (4-7)
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Figure 6.15: CPD Dimensions and FSM (8-15)
Figure 6.16: CPD Dimensions and FSM (16-23)
Figure 6.17: CPD Dimensions and FSM (24-30)
Figure 6.18: CPD Dimensions and FSM (31+)

Tables
Table 6.1: Teachers’ Views of CPD by gender

Chapter 7
Figures
Figure 7.1 Hypothesising Relationships between Variations and Effectiveness
Figure 7.2: Scenario 1 – dimensions in balance
Figure 7.3: Scenario 2 – one dominant dimension
Figure 7.4: Scenario 3 – two dominant dimensions
Figure 7.5: Scenario 4 – three conflicting dimensions

Tables
Table 7.1: Number of teachers in each Scenario
Table 7.2: Summary of Scenario 1 characteristics
Table 7.3: Summary of Scenario 2 characteristics
Table 7.4: Summary of Scenario 3 characteristics
Table 7.5: Summary of Scenario 4 characteristics

Chapter 8
Figures
Figure 8.1: Scenarios and resilience
Figure 8.2: Scenarios and FSM
Figure 8.3: Resilience and FSM
Figure 8.4: Resilience and professional life phase
Figure 8.5: Teachers’ Commitment by School Phase
Figure 8.6: Teachers’ Commitment by Professional Life Phase
Figure 8.7: Key Characteristics and Distribution of Primary and Secondary Teachers (8-
15)
Figure 8.8: School Contexts by Teacher Scenarios
Figure 8.9: Teacher Professional Life Phase and Value Added Pupil Attainment
(Cohort1)
Figure 8.10: Teacher Professional Life Phase and Value Added Pupil Attainment
(Cohort2)

Tables
Table 8.1: A summary of the negative and positive factors affecting teachers’ motivation
and commitment
Table 8.2: Crosstabulation of professional life phase trajectories and pupil attainment
(Cohort 1)
Table 8.3: Crosstabulation of professional life phase trajectories and pupil attainment
(Cohort 2)

Chapter 9
Tables
Table 9.1: Teachers’ Professional Life Phases
Table 9.2: Teacher Identity Scenarios

v
EXECUTIVE SUMMARY
Variations in Teachers’ Work, Lives and Effectiveness (VITAE)

Aims
The VITAE project was commissioned by DfES to investigate factors contributing to
variations in teachers’ effectiveness at different phases of their careers, working in a
range of schools in different contexts. The aim was to identify those factors which
contributed to these variations and why teachers do, or do not, become more effective
over time. The scope of this research is internationally unique. It involved both
primary and secondary teachers of different age and experience, working in a range of
schools, over a three year period. It examined influences upon and between their
professional and personal lives and relations between these and their effectiveness in
terms of pupil attainment. The research took place between 2001-5, a time of
continuing educational policy changes in England which affected teachers’ work.
Among these major changes were the introduction of the National Key Stage 3
Strategies in English and maths, National primary strategies through Excellence and
Enjoyment (DfES, 2003a) and the National Agreement on Raising Standards and
Tackling Workload (DfES, 2003b). These and other changes were designed not only
to raise standards of teaching, learning and achievement in schools but also ensure
that bureaucratic demands upon teachers were minimised. The research was jointly
conducted by the University of Nottingham and the University of London, Institute of
Education.

Core Messages
1. There are significant variations in both teachers’ perceived and relative
effectiveness across year groups and sectors. Teachers’ capacities to be
effective are influenced by variations in their work, lives and identities and
their capacities to manage these.
2. Teachers’ effectiveness is not simply a consequence of age or experience.
3. Teachers’ professional life phases are core moderating influences on teachers’
effectiveness.
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4. Teachers’ capacities to sustain their effectiveness in different phases of their
professional lives are affected positively and negatively by their sense of
professional identity.
5. Teachers’ sense of identity is a major contributing factor to teachers’
commitment and resilience. It is neither intrinsically stable nor unstable, but
can be affected positively or negatively by different degrees of tension
experienced between their own educational ideals and aspirations, personal
life experiences, the leadership and cultures in their schools, pupils’ behaviour
and relationships and the impact of external policies on their work.
6. Commitment and resilience are found to be crucial to teachers’ abilities to
sustain effectiveness. Positive relationships with school leaders and
colleagues’ support and sustain teachers’ commitment, resilience and
effectiveness.
7. CPD has a consistently positive influence on teachers across all professional
life phases, though needs and concerns vary in relation to these.
8. The extent to which teachers sustain their commitment (i.e. are resilient) is
dependent upon their capacities to manage interactions between personal,
work and professional factors which mediate their professional lives and
identities positively or negatively.
9. The quality of leadership, both at school and department level, relationships
with colleagues and personal support are key influencing factors on teachers’
motivation, commitment and quality retention.
10. Teachers who work in primary schools are more likely to sustain their
commitment over a career than secondary teachers.
11. Teachers who work in schools in more challenging socio-economic contexts
are more likely to experience greater challenges to their health, well-being,
and thus resilience, than those who work in relatively more advantaged
schools.
12. There is a statistically significant association between the levels of pupils’
progress and attainment at KS1, 2 and 3 (English and maths) and the extent to
which teachers sustain their commitment.

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Research Design
The key questions addressed were:
1. Does teacher effectiveness vary from one year to another and in terms of different
pupil outcomes and do teachers necessarily become more effective over time? If
so, how and why?
2. What are the roles of biography and identity?
3. How do school and/or department leadership influence teachers’ practice and their
effectiveness? What particular kinds of influence does CPD have on teachers’
effectiveness?
4. Are teachers equally effective for different pupil groups or is there differential
effectiveness relating (for example) to gender or socio-economic status? If so,
how and why?
5. Do the factors which influence effectiveness vary for teachers working in different
school cultures contexts, or for different kinds of outcomes? If so, how and why?
6. Do factors influencing teachers’ effectiveness vary across different sectors
(primary and secondary) and different age groups (Key Stage 1, 2 and 3)? If so,
how and why?

The research conceptualised effectiveness as involving both teachers’ perceptions of
their own effectiveness and their impact on pupils’ educational outcomes. Central to
the research design were: i) twice-yearly recorded interviews of the 300 teachers in
the research. These monitored their perceptions of effectiveness and the positive and
negative influences upon these; and ii) the extent to which these related to pupil
progress and attainment. Value-added analyses of pupils’ progress and attainment
and an annual pupil attitude survey were used to measure pupil outcomes and explore
differences between classes and teaching groups. This mixed methodology also
enabled the identification of teachers who appeared to be more, or less, successful
with their pupils over a three-year period and why this was so.

The teachers and the schools
The sample for this research was drawn from seven local authorities (LAs) which
were nationally, and geographically, representative and included both large shire
counties and authorities in deprived inner cities. An initial teacher survey in these LAs
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