Godfrey, A;
Waldeck, D;
Holliman, A;
(2025)
Academy primary teachers’ perceptions of wellbeing via self-determination theory.
Teaching Education
10.1080/10476210.2025.2564843.
(In press).
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Abstract
This study explores how academy primary school teachers in England view their autonomy, competence, and relatedness, and whether the academy environment supports these wellbeing-related needs better than maintained schools. Five primary educators from academy schools, aged 25 to 53, responded to an online advert and took part in semi-structured interviews. Reflexive thematic analysis was used to analyse the data, revealing four themes: Fading autonomy, Empowering growth, Isolated practice, and Trust me, I know my class. Teachers reported positive views on professional development, with academy schools providing chances for teacher growth and leadership. Educators felt restrictions on independence appeared due to strict adherence to schemes which overlook the creativity of teachers and the needs of learners: factors presumed to influence teachers’ happiness and contentment. Academy trusts’ lack of shared practice was regarded as a failure to support relatedness and minimise workload pressures. The implications of these findings are that academies need to create more opportunities for collaboration to improve the welfare of teachers by creating supportive systems. Classrooms need to be places where autonomy and trust are encouraged. Teachers should be able to use their professional judgement, where an atmosphere is created that meets the needs of educators and students alike.
| Type: | Article |
|---|---|
| Title: | Academy primary teachers’ perceptions of wellbeing via self-determination theory |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/10476210.2025.2564843 |
| Publisher version: | https://doi.org/10.1080/10476210.2025.2564843 |
| Language: | English |
| Additional information: | © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | Self-determination theory; autonomy; relatedness; competence; wellbeing |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10215664 |
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