Manning, Julia; (2023) Contextual and design factors that influence the use of consumer technologies for self-management of stress by teachers. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

Persistent psychosocial stress is endemic in the modern workplace, including amongst secondary school teachers in England. There is intense interest in the potential role of digital technology such as apps, wearables and online programmes to support stress management but insufficient understanding of how the contexts of teachers’ work influence their use. Using a constructivist paradigm, a series of qualitative studies was conducted to understand the influence of these contextual factors. First semi-structured qualitative interviews with teachers were thematically analysed to reveal the physical, social and cultural contextual constraints on teachers’ stress management. Then to enable teachers’ choice of consumer technology for the longitudinal study, an analytical study generated a populated taxonomy of self-management strategies for stress with digital support options. This was presented in workshops to enable some informed choice. Finally, the qualitative longitudinal summer term study explored eight teachers’ experiences of using their chosen technology in their daily lives. The pandemic meant interviews were online and teachers were mainly working from home. The study was extended with six participants into the autumn term when all teachers had returned to school premises. Cross-case analysis revealed the teachers’ experiences of using technology for stress management included the explanatory power of contextually mediated data, generating awareness, permission to self-care and empathy. The findings suggest implications for self-determination theory (SDT). Thematic analysis revealed facilitators and barriers to using the technology in the school context. There are associated implications for school wellbeing support and designers, and considerations for the Unified Theory of Acceptance and Use of Technology (UTAUT). This thesis’ main contributions include unique insight into teachers’ experiences of consumer technologies for workplace stress management and the technology features that facilitate self-care. Stress awareness derived from interaction with the technology and personal data gave teachers permission to self-care. Facilitators included brief, discreet interactions and contextually relevant prompts and information. Barriers to use included insufficient technology instructions, and contextual constraints of the relentless work culture, social stigma and lack of privacy. This thesis also documents an innovative process for developing and populating a taxonomy to facilitate technology selection, including specifically for teachers managing stress. Finally, it makes recommendations of interest to designers, school leaders and policy makers seeking to improve teachers’ ability to digitally support their stress self-management.

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