Conference Agenda

PURPOSE

In the United States increased public and political hostility toward teaching contributed to historically low teacher morale (Merrimack, 2022, 2023). These negative sentiments have caused many teachers to leave the profession, thus hindering efforts to improve schools and sustain change initiatives. We argue that one way to address this issue is by fostering a sense of belonging in teachers. Being in a supportive and nurturing professional community when facing challenges fosters resilience and success (Day & Gu, 2014). Moreover, a sense of belonging could serve to mitigate negative feelings and improve well-being (Allen, 2020, Bjorklund, 2023). This qualitative study adds to the literature on sense of belonging by exploring how teachers experience belonging at their school and what schools can do to foster feelings of belonging.

FRAMEWORK

Sense of Belonging

Feeling a sense of belonging is a fundamental human need (Baumeister & Leary, 1995). Over the past decade, researchers have found that positive relationships and a sense of belonging are important for peoples’ physical and mental well-being (Allen, 2020; Holt-Lundstad et al., 2010). Research exploring the antecedents and outcomes of sense of belonging in K-16 contexts identifies benefits of sense of belonging for students (e.g., Allen et al., 2021; Bjorklund, 2019; Goodenow, 1993; Strayhorn, 2012). However, few have explored educators’ experiences of belonging (e.g., Bjorklund, 2023; Pesonen et al., 2021; Skaalvik & Skaalvik, 2011, 2019).

DATA & METHODS

This paper examines interviews with 39 elementary school teachers from one school district in the Western United States. All participants were hired by the district in the past five years and ranged in teaching experience from 2 to 20 years. Interviews were conducted from January through May 2023. Questions probed participant experiences of belonging at their school site and how the school helped or hindered their sense of belonging. Using the analytical software, MAXQDA, we engaged in a two-cycle coding process (Miles et al., 2014; Saldaña, 2016) to create and finalize our codes. We then used thematic memos to flesh out our findings.

FINDINGS

Preliminary findings suggest four themes related to how the school organization fostered feelings of belonging: Creating space for socialization between school staff, principal support, creating time for collaboration between colleagues, and showing trust in teachers. Participants all mentioned the importance of school leadership to their sense of belonging at the school.

IMPORTANCE FOR PRACTICE AND THEORY

This work offers implications for school leaders and researchers. School leaders are well-positioned to impact teachers’ sense of belonging and thus should be attentive to signs of belonging or not belonging among teachers. In the paper we identify specific strategies school leaders might consider. Future research might explore critical questions such as: What constellations of belonging networks exist within the school and what opportunities for inclusion or exclusion do they create for new teachers? What are the power dynamics of belonging in schools? How can school leadership help minoritized teachers feel a sense of belonging? Answering such questions may be the key to improving teacher job satisfaction and school change goals.

The authors are members of a team of researchers conducting a national evaluation of the impact of the National Council for Special Education’s (NCSE’s) frontline services in primary post-primary and special schools in Ireland. The general functions of the NCSE include planning and co-ordinating education provision and support services for children with special educational needs; disseminating information on best practice in relation to the education of children with special educational needs and assessing and reviewing the associated resources required including ensuring students’ progress is monitored and viewed. This national evaluation is particularly significant as Ireland in its ratification of the United Nations Convention on the Rights of Persons with Disabilities on 20 March 2018, places an obligation on state parties to recognise the right of persons with disabilities to education and their inclusion in the general education system. Building teachers’ capacity as educational leaders remains critical in achieving the transformation of the school system required to realise Ireland’s duties and responsibilities in this regard.

Data were collected through document analysis, surveys, interviews with parents-carers, school staff and other professionals. Ten case studies were also conducted in primary, post-primary and special schools involving children and young people, parents-carers, principals, teachers, special needs assistants (SNAs) and other professionals who were supporting children with special educational needs in the case-study schools. Based on the authors’ belief and previous experience that involving teachers as co-researchers in the evaluation of national policy related to education contributes positively to teachers’ educational leadership capacity, six teachers were recruited as co-researchers for the case-study element of the research. Additionally, the research process is greatly enriched by the close-to-practice expertise that teachers bring to the research and evaluation process, which cannot be equalled by a researcher who is more distant from the practice. Crucially, the combination of teachers and researchers working together as co-researchers is a powerful combination that can ultimately effect positive and dynamic practice and policy change.

This paper reports on the innovative methodological design developed by the authors which included an online professional learning programme co-delivered online via Microsoft Teams by the authors; the co-construction of the case-study elements by the authors and the teachers, which included Individual and Focus-Group Interviews; Participatory Encounters with Children and Young People; Document Review and Observation Schedules. The findings of the case-studies suggest that adopting participative approaches to the evaluation of national policies yields findings that are attuned with the acoustic of practice; provides validation for both participants and teachers as co-researchers and challenges the responsivity of existing policy. The potential impact of this methodological approach on educational leadership capacity is interrogated through the lenses of the model for educational leadership proposed by the Centre for School Leadership and the impact on the person of the leader and the practice of the leader considered. Professional Standards; Reflection on Practice; Relevant Experiential Learning; Individual and Collaborative Learning; Cognitive Development and Flexible and Sustainable Professional Learning are identified and interrogated in the context of their inextricable links with teachers’ educational leadership competence.

Distributed leadership (DL) employs a broad perspective of leadership, conceptualising it as a practice that is spread across leaders, followers, and the situation (Spillane et al. 2001). The construct is exceedingly popular and is a prominent discourse in both policy and practice spheres (Harris 2013). DL is endorsed in school policies internationally including Ireland (Barrett and Joyce 2018; Department of Education 2022). Yet little is known about how DL is currently being enacted in Irish post-primary schools as well as the potential impact that it is having on school life. The aim of this doctoral research was hence to explore DL in Irish post-primary schools.

This aim was achieved using a mixed methods research design underpinned by an interpretivist approach. While interpretivism is typically associated with qualitative research, it can also be employed for mixed methods research (McChesney and Aldridge 2019). The study comprised three phases, namely a scoping review of international empirical literature on DL, an online survey with post-primary school personnel working in Ireland (n=363) which was based on an adapted version of the Distributed Leadership Inventory (Hulpia et al. 2009), and semi-structured interviews with post-primary school principals and deputy principals working in Ireland (n=15). Data were analysed using descriptive statistics and thematic analysis (Braun and Clarke 2008; Braun et al. 2022).

There are several outcomes of this study. A map of recent international empirical research on DL including research trends and implications is outlined. An overview of Irish post-primary school personnel’s interpretations of DL is presented, highlighting differences regarding what is shared, who it is shared with, and how it is shared. The varying degrees and models of DL enactment in this context are presented, noting challenges regarding the culture of leadership in schools, the complexity of relationships among staff, variations in the enactment of teacher leadership, and the threat of ‘tick-the-box’ DL. An overview of the challenges to the sustainability of the role of school leaders is outlined due to administrative overload, policy proliferation, and the complexity of the role, with DL suggested by participants as a tool to aid these challenges.

This research has implications for research, policy, and practice. Areas of future research are identified along with the suggestion to replicate existing research and use new methodologies in new contexts to build on the existing corpus of literature. Tensions between policy and participants’ interpretations and enactment of DL are identified. Theoretical implications include the identified need to further conceptualise the culture required for DL to flourish, the way in which labour is divided, and the use of DL as a sustainable practice. A framework for enacting DL as a teacher empowerment practice is presented and the need to rethink the role of school leaders and create further collaboration between school leaders and policy makers was identified.

This research links to the conference theme as school leadership is integral to effectiveness and improvement in schools. This research is particularly linked to the subtheme of leading improvement collaboratively and sustainable through the shared practice of DL.

Objectives, problem of practice and purpose

In a recent study on novice principals’ coping strategies during the Covid-19 pandemic Sahlin et al. (submitted) concluded that the principals’ coping strategies were based on adaptive leadership (Harris, 2021), as a way of handling situations that were rapidly changing and unclear. The uncertainty and stressful situations the principals experienced demanded adaptive leadership strategies and emotional management and leadership, as suggested by Optlaka and Crawford (2021). Adaptive emotional leadership and management are necessary for the principals to maintain resilience in handling stress and be flexible and adaptable in all situations during a low-intensive crisis, where ‘good enough’ is based on and reflects upon professional decisions rather than personal emotions of fear and stress. More research should be focused on conducting a follow-up survey study after two years to the same principals and investigate what they continued to work on, what were their most important lessons and what they changed in their leadership practices based on their experiences of leading during the Covid-19 pandemic. Therefore, the purpose of this study is to explore principals’ perceptions of their leadership during the pandemic and how it has changed their leadership practices today.

Perspective(s) or theoretical framework, or context

In this study, adaptive leadership theory (Heifetz et al, 2009; Obolensky, 2014;Yukl & Mashud, 2010) and the concept of leadership as practice (Spillane, Halverson & Diamond, 2004) is used to understand the findings of the study and to analyse the empirical data.

Methods, techniques, modes or approach to inquiry

The study is based on a qualitative research approach using a digital questionnaire which will be sent to all the principals (n = 193) who were studying at the national training program in Sweden during the Covid-19 pandemic and who was a part of the initial study (Sahlin et al., submitted).

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Results, findings, learning

This follow-up study has not yet been completed but is based on a previously completed study on novice principals coping strategies and leadership during the Covid-19 pandemic (Sahlin et.al., submitted).

Educational importance of this research or inquiry for theory, practice, and/or policy

For educational research, this paper contributes valuable knowledge about key factors for principal leadership during a low-intensive crisis in a Nordic context, for both practitioners and policy makers.

Connection to the conference theme

This paper connects to the “Educational Leadership Network” and to crossover sub-theme of the conference: “Ongoing system and school implications arising from the COVID-19 crisis”.