Australian teachers' perceptions of effectiveness in a performative culture

Simpson, Alyson; Day, Christopher; Goulding, James; Asha, Jennifer

Abstract

Teachers' perceptions of effectiveness are shaped by myriad factors, including broad-based national education policy, personal values, and the demands of particular schools and students. Previous research has not investigated the shifting impact of influences across different career phases accounting for cultural differences. This small-scale study addresses that gap. Interviews with Australian primary and secondary teachers analysed through a sociocultural lens revealed positive and negative factors of influence. Our research contributes to international debates by highlighting tensions between ‘effectiveness’ defined by administrators and policy frameworks, and ‘effectiveness’ defined by teachers in locally situated, culturally prescribed, and professionally negotiated experience.

Citation

Simpson, A., Day, C., Goulding, J., & Asha, J. (2022). Australian teachers' perceptions of effectiveness in a performative culture. Teaching and Teacher Education, 109, Article 103542. https://doi.org/10.1016/j.tate.2021.103542

• Journal Article Type: Article
• Acceptance Date: Sep 30, 2021
• Online Publication Date: Oct 9, 2021
• Publication Date: 2022-01
• Deposit Date: Dec 2, 2022
• Journal: Teaching and Teacher Education
• Print ISSN: 0742-051X
• Electronic ISSN: 0742-051X
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 109
• Article Number: 103542
• DOI: https://doi.org/10.1016/j.tate.2021.103542
• Keywords: Education
• Public URL: https://nottingham-repository.worktribe.com/output/14307611
• Publisher URL: https://www.sciencedirect.com/science/article/pii/S0742051X21002675?via%3Dihub