TEACHER SOCIALIZATION AND
ROLE THEORY
K. ANDREW R. RICHARDS, PH.D.
PURDUE UNIVERSITY
CENTER 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
• 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
Richards, K. A. R., & Templin, T. J. (2012). Toward a
multidimensional perspective on teacher-coach role
conflict. Quest, 64, 164-176.
SELECTED RESEARCH
PROJECTS
SELECTED RESEARCH PROJECTS
1. 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 CASEBASED 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 OVERLOAD
How 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 EXHAUSTION
How 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 YOU
QUESTIONS OR COMMENTS?
K. ANDREW R. RICHARDS, PH.D.
PURDUE UNIVERSITY
CENTER FOR INSTRUCTIONAL EXCELLENCE
Curriculum and Instruction Forum
2014 SHAPE America Conference