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Academy primary teachers' perceptions of wellbeing via self-determination theory.

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Title: Academy primary teachers' perceptions of wellbeing via self-determination theory.
Authors: Godfrey, A.1 (AUTHOR), Waldeck, D.2 (AUTHOR), Holliman, A.3 (AUTHOR) a.holliman@ucl.ac.uk
Source: Teaching Education. Mar2026, Vol. 37 Issue 1, p36-57. 22p.
Subject Terms: *School autonomy, *Professional employee training, *Psychology of teachers, *Teacher collaboration, *Primary schools, Self-determination theory, Job stress
Geographic Terms: England
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. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
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. [ABSTRACT FROM AUTHOR]
ISSN:10476210
DOI:10.1080/10476210.2025.2564843