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Title: The cognitive, physical and emotional sequalae of being placed in a failing category by OfSTED
Authors: Roca, Teresa
Issue Date: 2011
Publisher: © Teresa Roca
Abstract: Traditional, work stress studies focusing on work characteristics has been criticised for having limited practical applicability to understand stress in organisational settings, whereby averse situations are faced such as stress within the teaching profession caused by the controversial OfSTED’s policies and framework of ‘special measures’ (SM).The transactional model by Lazarus (1999) unites work stress, coping and emotion shifting the focus of research towards understanding cognitive processes is perceived by recent research as more congenial to make sense of the complex interpretations of work stress. This model has recently been furthered by the transactional cognitive work theory ‘Categorisation of Psychological Hazards and Emotions’ (CAPHEM) framework (Daniels, Harris and Briner, 2004) that brings to light the mental processes used by people to categorise experiences as being stressful, but which has been under researched by ecological, person centred methods of research. This thesis builds from this theoretical framework and seeks to investigate the impact over time of the OfSTED’s policies and framework of SM on secondary school teachers well-being and their working lives in England. It uses a predominantly qualitative ecological person-centred multi-level methodological framework and analysis based on daily processing over time to capture the phenomenological experience of SM from the viewpoints of teaching staff going into and coming out of SM. CAPHEM was used as the main explanatory framework to interpret and understand the underlying processes. A total of 100 teachers, 29 teaching support staff, 9 Local Education Authorities (LEA’s) staff and 44 students collaborated in this research. Three validated archetypes of the teachers phenomenological experiences of the process of SM emerged, as ‘engaged survivors’, ‘the vicarious experience’ and ‘survivors over time’, synopses presenting vivid accounts of the teachers perceptions of their experiences, together with the realisation that movement within school categories changed teachers perceptions of the phenomena and that those over time become more negative. These were in depth examined on a subset of 21 teachers as were enacted in their day-today lives, as they moved in and out of OfSTED school categories and the processes and mechanisms that underpinned those experiences and consequences for themselves and their working lives observed. Movement between school categories resulted in changes in interpretative schemas, behaviours coping, emotional, psychological and physical well-being emerged. Personality traits such as conscientiousness, cognitive associative style and extent to which teachers engaged with automatic and controlled processing seemed to be influence individual impact and resilience to overcome the noxious effects on teachers’ well-being and their working lives. The value, conduct and work ethic of OfSTED’s policies is challenged by the findings. Policy recommendations are made and implications for further research considered.
Description: This thesis is restricted until 31 July 2017. A Doctoral Thesis. Submitted in partial fulfillment of the requirements for the award of Doctor of Philosophy of Loughborough University.
Version: Closed access
URI: https://dspace.lboro.ac.uk/2134/8519
Appears in Collections:Closed Access PhD Theses (Business School)

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