The school as a therapeutic community

Joanne Vaughan, Alison Rodriguez, Daniel Boduszek

Research output: Contribution to journalArticle

Abstract

Purpose - The purpose of this study was to explore the facets of Self Determination Theory and the potential relationships with teaching satisfaction in a sample of secondary school teachers (n= 1288). The study explored the potential of the school environment in fostering a beneficial community in which personal needs could be met and investigated potential disparities between male and female teachers.

Design/methodology/approach –The study utilised an electronic quantitative questionnaire to collect data from a representative sample. Structural equation modelling was applied and permitted an exploration of potential relationships between the facets of Self Determination Theory and teaching satisfaction, while controlling for specified covariates.

Findings – It was shown that the specified model could be effectively applied to both male and female teachers. The results demonstrate that only competence was related to teaching satisfaction in both samples.

Practical implications – Future studies should focus on factors which contribute to teachers’ sense of competence within the professional role. Schools need to facilitate this need in order to promote wellbeing within the educational environment.

Originality/value – This is the first known research to explore the specified relationships and the ability of the school environment to foster wellbeing and satisfaction. It is suggested that competence is the more prominent need with regards to teaching satisfaction.
LanguageEnglish
Pages109-117
Number of pages9
JournalTherapeutic Communities
Volume39
Issue number3
Early online date19 Sep 2018
DOIs
Publication statusPublished - 2018

Fingerprint

Therapeutic Community
Teaching
Mental Competency
Personal Autonomy
Professional Role
Aptitude
Foster Home Care
Research

Cite this

Vaughan, Joanne ; Rodriguez, Alison ; Boduszek, Daniel. / The school as a therapeutic community. In: Therapeutic Communities. 2018 ; Vol. 39, No. 3. pp. 109-117.
@article{f1ed0118a7d6472b93ad9429f69eb053,
title = "The school as a therapeutic community",
abstract = "Purpose - The purpose of this study was to explore the facets of Self Determination Theory and the potential relationships with teaching satisfaction in a sample of secondary school teachers (n= 1288). The study explored the potential of the school environment in fostering a beneficial community in which personal needs could be met and investigated potential disparities between male and female teachers.Design/methodology/approach –The study utilised an electronic quantitative questionnaire to collect data from a representative sample. Structural equation modelling was applied and permitted an exploration of potential relationships between the facets of Self Determination Theory and teaching satisfaction, while controlling for specified covariates.Findings – It was shown that the specified model could be effectively applied to both male and female teachers. The results demonstrate that only competence was related to teaching satisfaction in both samples.Practical implications – Future studies should focus on factors which contribute to teachers’ sense of competence within the professional role. Schools need to facilitate this need in order to promote wellbeing within the educational environment.Originality/value – This is the first known research to explore the specified relationships and the ability of the school environment to foster wellbeing and satisfaction. It is suggested that competence is the more prominent need with regards to teaching satisfaction.",
keywords = "Motivation, Self-Determination Theory, Teachers, Teaching satisfaction, Therapeutic community, Wellbeing",
author = "Joanne Vaughan and Alison Rodriguez and Daniel Boduszek",
year = "2018",
doi = "10.1108/TC-09-2017-0026",
language = "English",
volume = "39",
pages = "109--117",
journal = "Therapeutic Communities",
issn = "0964-1866",
publisher = "Association of Therapeutic Communities",
number = "3",

}

The school as a therapeutic community. / Vaughan, Joanne; Rodriguez, Alison; Boduszek, Daniel.

In: Therapeutic Communities, Vol. 39, No. 3, 2018, p. 109-117.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The school as a therapeutic community

AU - Vaughan, Joanne

AU - Rodriguez, Alison

AU - Boduszek, Daniel

PY - 2018

Y1 - 2018

N2 - Purpose - The purpose of this study was to explore the facets of Self Determination Theory and the potential relationships with teaching satisfaction in a sample of secondary school teachers (n= 1288). The study explored the potential of the school environment in fostering a beneficial community in which personal needs could be met and investigated potential disparities between male and female teachers.Design/methodology/approach –The study utilised an electronic quantitative questionnaire to collect data from a representative sample. Structural equation modelling was applied and permitted an exploration of potential relationships between the facets of Self Determination Theory and teaching satisfaction, while controlling for specified covariates.Findings – It was shown that the specified model could be effectively applied to both male and female teachers. The results demonstrate that only competence was related to teaching satisfaction in both samples.Practical implications – Future studies should focus on factors which contribute to teachers’ sense of competence within the professional role. Schools need to facilitate this need in order to promote wellbeing within the educational environment.Originality/value – This is the first known research to explore the specified relationships and the ability of the school environment to foster wellbeing and satisfaction. It is suggested that competence is the more prominent need with regards to teaching satisfaction.

AB - Purpose - The purpose of this study was to explore the facets of Self Determination Theory and the potential relationships with teaching satisfaction in a sample of secondary school teachers (n= 1288). The study explored the potential of the school environment in fostering a beneficial community in which personal needs could be met and investigated potential disparities between male and female teachers.Design/methodology/approach –The study utilised an electronic quantitative questionnaire to collect data from a representative sample. Structural equation modelling was applied and permitted an exploration of potential relationships between the facets of Self Determination Theory and teaching satisfaction, while controlling for specified covariates.Findings – It was shown that the specified model could be effectively applied to both male and female teachers. The results demonstrate that only competence was related to teaching satisfaction in both samples.Practical implications – Future studies should focus on factors which contribute to teachers’ sense of competence within the professional role. Schools need to facilitate this need in order to promote wellbeing within the educational environment.Originality/value – This is the first known research to explore the specified relationships and the ability of the school environment to foster wellbeing and satisfaction. It is suggested that competence is the more prominent need with regards to teaching satisfaction.

KW - Motivation

KW - Self-Determination Theory

KW - Teachers

KW - Teaching satisfaction

KW - Therapeutic community

KW - Wellbeing

UR - http://www.scopus.com/inward/record.url?scp=85055548999&partnerID=8YFLogxK

U2 - 10.1108/TC-09-2017-0026

DO - 10.1108/TC-09-2017-0026

M3 - Article

VL - 39

SP - 109

EP - 117

JO - Therapeutic Communities

T2 - Therapeutic Communities

JF - Therapeutic Communities

SN - 0964-1866

IS - 3

ER -