Sharing Student Projects

The aim of this study was firstly to explore teachers’ experiences of academisation- the process whereby a school that was previously maintained by a local authority is turned into an academy, often as part of a Multi-Academy Trust (MAT). Secondly, the study aimed to explore to what extent academisation affects teacher self-efficacy, which can be defined as teachers’ confidence in their ability to handle the obligations and challenges of their professional role. The study utilised a qualitative methodology in order to gather detailed data from information-rich participants whilst simultaneously empowering the researcher to develop in-depth understanding of the phenomena being explored. Semi-structured interviews enabled the historically under-valued voice of teachers to be centralised. Five teachers were interviewed (four secondary practitioners and one primary teacher). Amongst the results, this study’s participants discussed their experience of the academisation process. There was a difference in the experiences of teachers whose schools had undergone forced academisation compared to those who had undergone voluntary academisation. Often teachers who had experienced forced academisation felt they had less of a voice regarding the changes compared with those academising voluntarily. Many teachers discussed a lack of transparency around the process from the leadership of the incoming MAT, and a disregard for teacher experience and school context. Others discussed how MATS often instilled a corporate school culture in which data-driven measures were sometimes prioritised over pupils’ needs. Teachers felt that it was not so much academisation in general that may affect their confidence in their ability to carry out their job, but the school culture promoted and perpetuated by the incoming Trust. A number of factors were shown to affect teacher self-efficacy: a lack of teacher autonomy was negatively associated with TSE, especially for more experienced teachers; professional development opportunities and genuine opportunities for career development were both associated with positive outcomes for TSE, whereas increased work pressures and decreases in support staff negatively affected TSE. These findings inevitably raise questions regarding the need for teacher voice regarding academisation as well as the need for Trusts to consider how they can support TSE throughout the process. Further, the experiences and voices of teachers need to be centralised, or Trusts risk alienating and losing experienced teachers, which can only lead to poorer outcomes for pupils.

In considering the real world applications of this research, many of the findings are of significance for government policy, as well as MAT leadership, and teachers who have experienced, or are soon to experience the process of academisation. It is my belief that teachers and pupils alike will benefit if government policy and MAT leadership take into account many of the key implications for improving teachers' experiences of academisation that are highlighted within this research. This includes: the need for teacher voice throughout the entire academisation process; an appreciation of the value of both schools’ and teachers’ individuality instead of an insistence on uniformity; an appreciation of differences between different school contexts and their pupils, and an understanding that certain different challenges need different solutions; a consideration of the impact of repeated cuts to support staff in schools, and the impact that may have on both teachers and pupils; consideration around the extent to which teachers have autonomy over their teaching, and finally, an appreciation of the sharing of good practice and professional development opportunities which effectively support teacher self-efficacy in many MATS.