The nature of caring teachers and the factors that impact on their caring

Thesis


Moran, Wendy Kay. (2008) The nature of caring teachers and the factors that impact on their caring [Thesis]. https://doi.org/10.4226/66/5a95dffbc67ec
AuthorsMoran, Wendy Kay
Qualification nameDoctor of Philosophy (PhD)
Abstract

Teachers who care for their students are considered to be essential to a productive learning environment for students. The presence of such teachers in classrooms is therefore important if students are to experience the best possibilities for learning. This thesis examines the nature of caring teachers and explores both personal and contextual factors that influence teachers' caring practices, providing insight into how these teachers' practices may be sustained. Specifically, the thesis addresses three research questions: 1) How do caring teachers demonstrate care? 2) What are the personal factors that contribute to a caring teacher's approach? 3) What are the contextual factors that hinder and/or support a caring teacher's approach? The thesis presents two models: the first hypothesises that the demonstration of care includes both a personal and educational dimension; the second presents factors that may influence a caring teacher's approach. These models were explored using a mixed method approach within three secondary, co-educational Catholic schools in Sydney, Australia. Teachers within these schools were surveyed (N = 178), 10 peer-nominated caring teachers were interviewed and observed (n = 10), students were interviewed in groups (N = 33) and colleagues of the 10 teachers were surveyed (n = 13). Analysis of the data shows that there are a number of distinct caring practices utilised by caring teachers. These include (a) a focus on relationships with students, (b) attentiveness, (c) flexibility, (d) compassion, (e) recognition of limitations, and (f) an approachable manner. The practices of caring teachers were found to be motivated by 10 mindsets underpinned by an optimistic belief that change is possible and that help given will improve a situation. The study also reveals that the caring process involves three phases.;Mindsets are found to be the first phase of the educational caring process and provide both the rationale and motivation for caring. The second phase, called the inner response, consists of two key elements in a caring teacher's approach. The first element is the ability to notice and recognise the need for care, while the second is concerned with an emotional response to that need, usually in the form of compassion or concern. The final phase of the caring process involves three key aspects of care demonstrated through personal qualities, commitment and caring acts. The caring acts demonstrated by the teachers in this study confirm the first model based upon the literature review which placed educational and personal care as the two key dimensions of care. However, as a result of the data analysis, the model is modified to show that relationship is at the core of these two types of care and facilitates the caring acts. Investigation of the third research question provided much needed empirical findings with regard to the factors that affect caring. Results confirm many of the theoretical perspectives but also show that spending time with students is important to caring teachers in the support and maintenance of caring practices. Additionally, factors that hinder caring teachers include (a) tiredness and feeling drained, (b) students failing to respond to care, (c) lack of time, and (d) staff with different mindsets. Hindering factors are fewer in number than those that support. Both the hindering and supportive factors identified by the nominated caring teachers are somewhat different to those factors identified by other teachers. Based upon the results, the thesis presents a modified model of care for future research, along with recommendations related to the selection, training, induction, and sustaining of caring teachers.

Year2008
PublisherACU Research Bank
Digital Object Identifier (DOI)https://doi.org/10.4226/66/5a95dffbc67ec
Research GroupSchool of Education
Final version
Publication dates11 Oct 2008
Permalink -

https://acuresearchbank.acu.edu.au/item/8833v/the-nature-of-caring-teachers-and-the-factors-that-impact-on-their-caring

  • 2
    total views
  • 2
    total downloads
  • 2
    views this month
  • 2
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

From pedagogical confrontations to pedagogical invitations: A self-study of teacher educators' work
Brandenburg, Robyn, McDonough, Sharon M. and Moran, Wendy Kay. (2016) From pedagogical confrontations to pedagogical invitations: A self-study of teacher educators' work. In D. Garbett and A. Ovens (Ed.). Castle Conference 11. United Kingdom: Self-Study of Teacher Education Practices. pp. 269 - 275
Managing student behaviour: Individual and group contexts
Moran, Wendy. (2015) Managing student behaviour: Individual and group contexts. In Learning to Teach in the Secondary School pp. 132 - 153 Cambridge University Press.
Enhancing understanding of teaching and the profession through school innovation rounds
Moran, Wendy. (2014) Enhancing understanding of teaching and the profession through school innovation rounds. Australian Journal of Teacher Education. 39(3), pp. 68 - 85. https://doi.org/10.14221/ajte.2014v39n3.6
How can technology make this work? Preservice teachers, off-campus learning and digital portfolios
Moran, Wendy, Vozzo, Les, Reid, Jo-Anne, Pietsch, Marilyn and Hatton, Caroline. (2013) How can technology make this work? Preservice teachers, off-campus learning and digital portfolios. Australian Journal of Teacher Education. 38(5), pp. 116 - 130. https://doi.org/10.14221/ajte.2013v38n5.9
Sustaining caring teachers in complex educational contexts
Moran, Wendy and Labone, Elizabeth. (2012) Sustaining caring teachers in complex educational contexts. In In A W Ata (Ed.). pp. 27 - 38 David Lovell Publishing.
Demonstrating professional teaching standards through ePortfolios
Moran, Wendy, Reid, Jo-Anne, Pietsch, Marilyn, Vozzo, Les and Hatton, Caroline. (2012) Demonstrating professional teaching standards through ePortfolios. Going for gold! Reshaping teacher education for the future: Proceedings of the Australian Teacher Education Association (ATEA) 2012 conference. Australia: Australian Teacher Education Association. pp. 1 - 10
Transformational partnerships: A new agenda for higher education
Butcher, Jude, Bezzina, Michael and Moran, Wendy. (2011) Transformational partnerships: A new agenda for higher education. Innovative Higher Education. 36(1), pp. 29 - 40. https://doi.org/10.1007/s10755-010-9155-7
What personal factors motivate the caring teacher?
Moran, Wendy K.. (2011) What personal factors motivate the caring teacher? In In A. Lauriala, R. Rajala and H. Ruokamo & O. Ylitapio-Mantyla (Ed.). pp. 191 - 205 Sense Publishers.
Following the yellow brick road: Interdisciplinary practices in the land of oz
Long, Janette, Moran, Wendy and Harris, Joanne. (2010) Following the yellow brick road: Interdisciplinary practices in the land of oz. Issues in Integrative Studies: an interdisciplinary journal. 28(Special), pp. 28 - 68.
Teacher educators respond to the New South Wales institute of teachers' professional teaching standards: A case study of a school-university partnership
Harris, Joanne, Moran, Wendy and Long, Janette. (2010) Teacher educators respond to the New South Wales institute of teachers' professional teaching standards: A case study of a school-university partnership. Journal of Catholic School Studies. 82(2), pp. 40 - 58.
Warts and all: Integrating ICT in teacher training
Tanti, Miriam and Moran, Wendy. (2009) Warts and all: Integrating ICT in teacher training. The International Journal of Learning. 16(8), pp. 641 - 655.
Pathways ventured, lessons learned: A sustained university-school partnership ten years on
Moran, Wendy, Harris, Joanne and Long, Janette. (2008) Pathways ventured, lessons learned: A sustained university-school partnership ten years on. Journal of Catholic School Studies. 80(2), pp. 63 - 77.
Improving pre-graduate teachers' professional knowledge, practice and commitment :Evaluating a school-university collaboration
Harris, Jo-Anne Margaret, Moran, Wendy Kay, Long, Janette Adele and Ryan, Sophie. (2008) Improving pre-graduate teachers' professional knowledge, practice and commitment :Evaluating a school-university collaboration. In Peter L. Jeffery (Ed.). AARE 2007 International Education Research Conference Papers. Melbourne, Australia: Australian Association for Research in Education. pp. 1 - 21
Eyes wide open: Preservice teachers' reflection upon the culture and contexts of schools
Long, Janette, Moran, Wendy, Harris, Joanne and Ryan, Sophie. (2007) Eyes wide open: Preservice teachers' reflection upon the culture and contexts of schools. International Journal of Interdisciplinary Social Sciences. 2(2), pp. 171 - 177.
Balancing ideals with reality :universities and schools working together to bridge the gap
Ryan, Sophie, Long, Janette Adele, Harris, Jo-Anne Margaret and Moran, Wendy Kay. (2007) Balancing ideals with reality :universities and schools working together to bridge the gap. In Michael Kompf (Ed.). ISATT 2007 - conference proceedings. St Catherines, Ontario, Canada: International Study Association on Teachers and Teaching. pp. 1 - 13
The Teaching and Learning consortium :a field based model for preservice teacher education
White, Paul, Moran, Wendy Kay and Long, Janette Adele. (2006) The Teaching and Learning consortium :a field based model for preservice teacher education. In Ruth Jeffery, Elizabeth Wright and Rebecca Feldman (Ed.). Australian Association for Research in Education 2006 Conference Papers. Melbourne,Australia: Australian Association for Research in Education. pp. 1 - 9
Identifying and supporting the caring teacher
Moran, Wendy Kay. (2005) Identifying and supporting the caring teacher. In J. Clark and M. Maguire (Ed.). Challenges for the Profession: Perspectives and directions for teachers; teaching and teacher education. Proceedings of the 12th ISATT International Conference. Sydney, NSW, Australia: International Study Association on Teachers and Teaching. pp. 410 - 418
Developing sustainable language learning pathways: An Australian initiative
Moran, Wendy, Chesterton, Paul, Stiegler-Peters, Susi and Piccioli, Terri. (2004) Developing sustainable language learning pathways: An Australian initiative. Language, Culture and Curriculum. 17(1), pp. 48 - 57.
Addressing transitional issues in languages education
Moran, Wendy, Stiegler-Peters, Susi, Piccioli, Terri and Chesterton, Paul. (2003) Addressing transitional issues in languages education. Babel. 38(1), pp. 31 - 38.
Changing teacher education for a changing world
Moran, Wendy, Long, Janette and Nettle, Ted. (2002) Changing teacher education for a changing world. Catholic School Studies: A Journal of Catholic Education. 75(2), pp. 28 - 31.