Abstract:

Teaching is a social, emotional and relational practice that centres teachers at the heart of complex interrelating systems that influences their work and contributes to their workload. Framed by Bronfenbrenner’s Ecological systems theory (1979), this study seeked to explore how these multiple systems that schools and teachers are embedded in, are shaping teachers’ work, behaviours and actions, in particular a teacher’s practice and interactions with students. We know that fostering positive student-teacher interactions lay the foundations for a conducive learning environment. From this, student-teacher relationships flourish which have positive outcomes for both teachers and students including their wellbeing. A vast amount of research supports these views. But as a teacher's workload continues to quantify, intensify and expand tensions arise between the demands of a teacher’s work and the need to do what is best for their students. At this critical time of expanding workloads and teacher shortages, here in Australia and globally, I questioned what this might look like in the classroom, in particular focusing on a teacher’s practice involving interactions with students that contribute to building beneficial student-teacher relationships, and whether increased workloads are infiltrating classroom practices.

A mixed method approach was chosen. A semi-structured observation tool, counted in 5 minute intervals the evidence-based practices that demonstrate student-teacher interactions. 22 practices taken from a Meta-analysis of Common Practices (Kincade, Cook & Goerdt, 2020) to improve student-teacher relationships, considered low risk but high gain and appropriate for secondary schools, were utilised. Some examples of these practices include: giving praise, student check-ins, showing care, scaffolding, positive greetings and farewells. Teachers were observed for two lessons, followed by a semi-structured interview allowing teachers to unpack key moments, and explore their perspectives about their work.

The state of NSW embodies the largest cohort of students and teachers in Australia, and is considered one of the biggest education systems in the world. It is split amongst three sectors; the Government, Catholic and Independent sectors. NSW secondary schools were purposively sampled based on sector, geography and ICSEA score. The sample comprised N=43 teachers from 25 schools across all sectors, regions and ICSEA scores (representing their educational advantage or disadvantage based on socio-economic background), resulting in 43 interviews and 86 lesson observations.

This study is currently undergoing data analysis and will report on:
Teachers work within a complex ecological system and whether work demands are filtering into the classroom and what this looks like.
The patterns in the observed practices regarding teachers' interactions with students in the classroom.
The frequency of practices mapped against the qualitative data to seek explanations.
More specifically, looking at the quantitative data, I will ask:
1. If the frequency of using the practices is low, then what accounts for this?
2. If the frequency of using the practises is high, then what accounts for this?
Then I will look to the qualitative data for explanations.
This research is capturing the thinking and voices of what is happening in secondary classrooms today and the diverse perspectives and challenges that teachers face everyday with their work and their students.

Keywords:

Relationships, interactions, teachers, workload, practice.