TY - JOUR
T1 - Teacher of mathematics identity as a predictor of teacher wellbeing
AU - Yeigh, Tony
AU - Willis, Royce
AU - James, Sarah
AU - Lake, Warren
AU - Lynch, David
AU - Peddell, Lewes
AU - Knight, Bruce
AU - Lee, Megan
AU - Samojlowicz, Darius
PY - 2022/8/24
Y1 - 2022/8/24
N2 - This article reports on original research investigating teacher wellbeing while teaching mathematics in relation to teacher identity. Using survey data from mathematics teachers (N = 402) participating in a teacher of mathematics support initiative, teacher wellbeing was operationally defined as the experience of wellbeing whilst teaching, allowing an applied understanding of wellbeing in relation to the activity of teaching. Teacher identity was construed from prior research by the authors (Willis et al., in: Math Educ Res J, 10.1007/s13394-021-00391-w, 2021) and operationalised for the current study in terms of a specific teacher of mathematics identity (ToMI) construct. The main research question for this investigation was directed at how well the ToMI construct, as a wellbeing variable, was able to predict teacher wellbeing while teaching, viewed as an ‘in situ’ or ‘active’ (applied) measure of wellbeing. Identity-Based Motivation (IBM) theory was used to frame the research, as it helps explain how the degree of congruency between identity and wellbeing may influence motivation to teach. Results indicated that although several important factors relate significantly to teacher of mathematics wellbeing, the ToMI construct predicted teacher wellbeing far above the ability of all other study factors combined, suggesting that a focus on the development of a professional identity for teachers is fundamental to the support of teacher wellbeing in schools. Suggestions for investigating this focus at the school level are also provided.
AB - This article reports on original research investigating teacher wellbeing while teaching mathematics in relation to teacher identity. Using survey data from mathematics teachers (N = 402) participating in a teacher of mathematics support initiative, teacher wellbeing was operationally defined as the experience of wellbeing whilst teaching, allowing an applied understanding of wellbeing in relation to the activity of teaching. Teacher identity was construed from prior research by the authors (Willis et al., in: Math Educ Res J, 10.1007/s13394-021-00391-w, 2021) and operationalised for the current study in terms of a specific teacher of mathematics identity (ToMI) construct. The main research question for this investigation was directed at how well the ToMI construct, as a wellbeing variable, was able to predict teacher wellbeing while teaching, viewed as an ‘in situ’ or ‘active’ (applied) measure of wellbeing. Identity-Based Motivation (IBM) theory was used to frame the research, as it helps explain how the degree of congruency between identity and wellbeing may influence motivation to teach. Results indicated that although several important factors relate significantly to teacher of mathematics wellbeing, the ToMI construct predicted teacher wellbeing far above the ability of all other study factors combined, suggesting that a focus on the development of a professional identity for teachers is fundamental to the support of teacher wellbeing in schools. Suggestions for investigating this focus at the school level are also provided.
UR - http://www.scopus.com/inward/record.url?scp=85136946624&partnerID=8YFLogxK
U2 - 10.1007/s13384-022-00553-0
DO - 10.1007/s13384-022-00553-0
M3 - Article
JO - Australian Educational Researcher
JF - Australian Educational Researcher
SN - 0311-6999
ER -