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Abstract
Teaching is not what it used to be. The complexity and intensity of the pressures on teachers and the pace of education reform are unprecedented. The aim of this research was to explore perceived control and well-being in teachers and other professionals.
A mixed methods design was selected. Phase 1 consisted of an online quantitative survey (298 participants, 222 females, 76 males). Perceived control was measured using the Brief Levenson LOC and Generalised Self-Efficacy Scales, well-being was measured using the Life Orientation Test-Revised, Satisfaction with Life, Subjective Happiness and Ego Resilience Scales. Phase 2 consisted of semi-structured interviews (n = 6); thematic analysis was carried out. It was hypothesised that teachers have lower perceived control and well-being than other professionals, and that older teachers have higher internal control than younger teachers. Independent t-tests using teachers (n = 150) and non-teachers (n = 148) revealed that teachers’ mean scores were significantly different to those of non-teachers.
Teachers’ perceived control and well-being were significantly lower than those of non-teachers (p > 0.001). The hypothesis that teachers have significantly lower perceived control and well-being than other professionals was supported. Four themes related to control were located in the qualitative analysis: autonomy, authenticity, connection to others and resilience. The study found that there were similarities between professions in terms of need for control over one’s work. Teachers value connections more highly; non-teachers value objectivity and independence more highly. It is suggested that non-teachers are better prepared to deal with change than teachers.
The results are discussed in the context of ongoing reform in the education system, focusing on what actions can be taken to enhance teachers’ well-being.
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