Primary school teachers' experience of policy reform in the second decade of 21st century England

    Student thesis: Doctoral Thesis


    The aim of the research is to understand primary school teachers’ responses to the
    changing English educational policy context, specifically subsequent to the
    government’s 2010 White Paper reforms.
    My research reflects two key questions:
    1. How is education policy reform perceived and experienced by primary teachers
    in England?
    2. What are significant influences on, and threats to, primary teachers’ motivations
    and morale?
    Internationally, many of the discourses of primary teaching reinforce an interpretation of
    a profession constituted by dedicated, ‘natural’ teachers working hard to maintain the
    interests and welfare of the young child. In recent years, the profile, status and political
    position of primary teachers in England has continued to evolve as the profession has
    undergone something of a transformation. Overarching reform continues to re-define
    the aims and purpose of primary education which are framed in increasingly
    essentialist terms.
    This qualitative study focuses on 22 primary teachers across three professional life
    phases, encompassing teaching experience of two to fourteen years. The teachers
    were employed in the South-East of England across 20 schools and four local
    education authorities. Data were collected between 2014 and 2015, and teachers were
    interviewed on two occasions. Central to my research is the aspiration to explain how
    particular aspects of neo-liberal educational reform reposition primary teachers and the
    work that they do.
    Thematic analysis facilitated identification of four categories of findings reflecting
    teachers’ experiences of accountability, performativity and managerialism, alongside
    the commitment to ‘make a difference’. The four findings chapters serve to illuminate
    the duality of what it means to teach as well as be a teacher these days. The findings
    offer insights into teachers’ encounters with neo-liberal policy reform, the emotional toll
    and the impact on morale. I suggest that the complex interaction between the
    discourses of altruism and accountability elicits a profound professional and personal
    burden on primary teachers.
    The emergence of the primary practitioner as ‘tactician’ reveals a particular brand of
    survivalism necessary for a context that acts to pedagogically and philosophically
    constrain the purpose of primary education, and thus, primary teachers. My exploration
    of ‘gaming’ necessitates reflection on the moral(e) predicament for primary teachers,
    and the threats to teachers’ professional motives, aspirations and occupational stamina
    are considered. I suggest that teachers’ experiences of policy reform in primary
    education are better understood as situated in, and exacerbated by, an increased
    culture of ‘miserabilism’ in education that transcends notions of ‘teacher stress’, low
    morale and reputational decline.
    Date of AwardJun 2018
    Original languageEnglish
    Awarding Institution
    • University of Brighton
    SupervisorAndrew Hobson (Supervisor) & Carol Robinson (Supervisor)

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