‘As teachers we are not used to taking time out for ourselves. We give our time to our staff, we give time to the children, but we don’t give time for ourselves’. Exploring group supervision to support the wellbeing of teachers in mainstream school.

Murray, Louise 2022. ‘As teachers we are not used to taking time out for ourselves. We give our time to our staff, we give time to the children, but we don’t give time for ourselves’. Exploring group supervision to support the wellbeing of teachers in mainstream school. DEdPsy Thesis, Cardiff University. Item availability restricted.

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Abstract

This thesis is divided into three parts. A description of each part is given below. Part A: Literature review The literature review sets the context for the research article that follows. It begins by firstly exploring the literature on wellbeing, presenting a definition of wellbeing before exploring the literature on teacher wellbeing and current interventions and their effectiveness at supporting teacher wellbeing and mental health. The literature review then leads into an overview of the definitions, functions, and models of supervision, before exploring one model in more detail. The literature review then presents a discussion of the current research base on the benefits of supervision for teachers. Finally, the review discusses the role of the EP in supporting teacher wellbeing and the rationale for the research presented in part two of the thesis. Part B: Major empirical study The research presented in part two is a qualitative study examining the impact of six weekly supervision sessions on the perceived wellbeing of mainstream classroom teachers. Sessions were facilitated by the researcher and conducted in two mainstream primary schools and one mainstream secondary school in the UK. The findings indicate attending group supervision reduced feelings of isolation through opportunities to and offload and share experience, it promoted self-awareness and self-reflection and positively impacted professional development and wellbeing. Wider implications were also found in relation to support continuing outside of the iv supervision sessions and the impact on wider school staff. An element of stress and guilt in relation to attending during the school day was also explored. The findings are discussed with reference to relevant research and implications for EP practice. Part C: Critical appraisal In the final part of this thesis the researcher will presents a reflexive account of the research process focusing on the development of the research question and the position of the researcher, as well as the strengths and limitations of the research, including methods, participants and recruitment, the researcher as supervisor, and ethical considerations. This section also explores the contribution to knowledge and the dissemination of the results.

Item Type:	Thesis (DEdPsy)
Date Type:	Completion
Status:	Unpublished
Schools:	Psychology
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Date of First Compliant Deposit:	8 September 2022
Last Modified:	05 Jan 2024 08:16
URI:	https://orca.cardiff.ac.uk/id/eprint/152418

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