ABSTRACT

This paper reports on key findings from a mixed method study analysing how teachers in secondary schools (students aged 11–19) in London and South East England view and experience pastoral care provided to students with social, emotional and mental health (SEMH) needs. In England there is statistical evidence which shows schools are increasingly spending funding on support staff rather than teaching staff. The role of Pastoral Support Staff (PSS) who work with students with SEMH in some secondary schools is one such group of support staff. To date there has been limited research into how teachers perceive these changes and the effects on their role and responsibilities. The views of fifty-one respondents were gathered using an online semi-structured survey, followed by semi-structured interviews with six qualified teachers. Using a figured worlds conceptual framework, teachers’ perceptions of the use of pastoral support staff and the delivery of pastoral care in their schools, and therefore their worlds, were analysed. The findings were analysed using Hoy’s and Tschannen-Moran’s work on trust in schools exploring the trust dynamic between PSS and teachers. Results show that the teachers who participated in this research felt there was a lack of information sharing between different PSS and teachers and have seen the separation of pastoral care from the role of teacher leading to confusion around their responsibilities.

摘要

本文报告了一项混合方法研究的主要发现，该研究分析了伦敦和英格兰东南部的中学教师（11-19 岁的学生）如何看待和体验为有社会、情感和心理健康 (SEMH) 需求的学生提供的教牧关怀。在英格兰，有统计证据表明学校越来越多地将资金用于支持人员而不是教学人员。在一些中学与 SEMH 学生一起工作的教牧支持人员 (PSS) 的作用就是这样的支持人员群体。迄今为止，关于教师如何看待这些变化以及对他们的角色和责任的影响的研究有限。使用在线半结构化调查收集了 51 名受访者的观点，然后对六名合格教师进行了半结构化访谈。用一个分析了世界的概念框架、教师对使用教牧支持人员的看法以及在他们的学校提供​​教牧关怀，从而分析了他们的世界。使用 Hoy 和 Tschannen-Moran 关于学校信任的工作对调查结果进行了分析，探索了 PSS 和教师之间的信任动态。结果表明，参与这项研究的教师认为不同的 PSS 和教师之间缺乏信息共享，并且看到教牧关怀与教师角色的分离导致他们的职责混乱。