When Teachers Become Parents: Parenthood Influence on Greek Teachers’ Professional Lives
DOI:
https://doi.org/10.26417/ejser.v7i1.p20-30Keywords:
teachers; parenthood; changes; education; GreeceAbstract
The present study examines 30 Greek teachers’ views about changes that took place after they became parents regarding teaching and learning, communication and cooperation with students and parents, and attitudes towards teacher profession. The data were collected through semi-structured face to face in-depth interviews, based on 25 close- and open-ended questions, and classified into categories using content analysis. The research indicates, inter alia, that parenthood had a major impact on teachers’ empathy, on attitudes towards low-achievers, and on the implemented teaching procedures per se. It also shows that teachers who became parents tend to improve their communication with their students’ parents, to be more tolerant of criticism, and to be more patient and supportive as regards students’ academic and socio-affective achievements. Regarding at-home planning and preparation, and physical, mental and emotional fatigue of teachers during parenthood, the present study reveals developing burning-out symptoms, which are, however, counterbalanced by strong feelings of rewarding love and acceptance displayed by their students. It finally shows that parenthood does not subjugate the professional aspirations of vivid, ambitious teachers, although female teachers who became parents are expected to face more obstacles than their male colleagues during their professional and family life, especially if they hold a position in school administration, lack the provision of at-home help or have family children who display learning or other physical disabilities or misbehavior problems.References
Acker, S. (1992). Special series on girls and women in education. Creating careers: Women teachers at work. Curriculum Inquiry, 22(2), 141-163.
Alahiotis, S., & Karatzia, E. (2006). Effective curriculum policy and cross-curricularity: Analysis of the new curriculum design of the Hellenic Pedagogical Institute. Pedagogy, Culture and Society, 14(2), 119-147.
Arnon, S., & Reichel, N. (2007). Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers. Teachers and Teaching, 13(5), 441-464.
Bailey, L. (2000). Bridging home and work in the transition to motherhood: A discursive study. European Journal of Women's Studies, 7(1), 53-70.
Bennetts, C. (2003). The impact of transformational learning on individuals, families and communities. International Journal of Lifelong Education, 22(5), 457-480.
Bogdan, R.C., & Biklen, S.K. (1992). Qualitative research methods for education. Boston: Allyn and Bacon.
Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academies Press.
Cairns, J., Lawton, D., & Gardner, R. (Eds.) (2001). Values, culture and education. London: Kogan Page.
Casey, K. (1990). Teacher as mother: Curriculum theorizing in the life histories of contemporary women teachers. Cambridge Journal of Education, 20(3), 301-320.
Christenson, S.L., & Sheridan, S.M. (2001). Schools and families: Creating essential connections for learning. New York: Guildford Press.
Cinamon, R.G., & Rich, Y. (2002). Gender differences in the importance of work and family roles: Implications for work–family conflict. Sex Roles, 11-12(47), 531-541.
Cinamon, R.G., & Rich, Y. (2005). Work–family conflict among female teachers. Teaching and Teacher Education, 21(4), 365-378.
Cohen, E.G., Brody, C., & Sapon-Shevin, M. (Eds.) (2004). Teaching cooperative learning: The challenge for teacher education. Albany, NY: Suny Press.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge.
Connelly, R., & Ghodsee, K. (2011). Professor mommy: Finding work-family balance in Academia. Lanham, MD: Rowman and Littlefield Publishers, Inc.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
Cosford, B., & Draper, J. (2002). ‘It's almost like a secondment’: Parenting as professional development for teachers. Teacher Development, 6(3), 347-362.
Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter: Connecting lives, work and effectiveness. Berkshire: Open University Press.
Devine, D., Fahie, D., & McGillicuddy, D. (2013). What is ‘good’ teaching? Teacher beliefs and practices about their teaching. Irish Educational Studies, 32(1), 83-108.
Dimakos, C.I. (2006). The attitudes of Greek teachers and trainee teachers toward the development of school psychological and counselling services. School Psychology International, 27(4), 415-425.
Drago, R. (2001). Time on the job and time with their kids: Cultures of teaching and parenthood in the US. Feminist Economics, 7(3), 1-31.
Edwards, J.L., Green, K.E., & Lyons, C.A. (2002). Personal empowerment, efficacy, and environmental characteristics. Journal of Educational Administration, 40(1), 67-86.
Epstein, J.L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press.
Eren, A. (2015). ‘Not only satisfied and responsible, but also hopeful’: Prospective teachers’ career choice satisfaction, hope, and personal responsibility. Cambridge Journal of Education, 45(2), 149-166.
Eurydice (2015). The structure of the European education systems 2014/15: Schematic diagrams. Eurydice: European Commission, EACEA. Available online: https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/images/0/05/192EN.pdf [Accessed: 1-6-2016]
Evans, E., & Grant, C. (2009). Mama PhD: Women write about motherhood and academic life. New Brunswick, NJ: Rutgers University Press.
Farkas, S., Johnson, J., & Foleno, T. (2000). A sense of calling: Who teaches and why. New York: Public Agenda.
Ferreira, M.M., & Bosworth, K. (2001). Defining caring teachers: Adolescents’ perspective. Journal of Classroom Interaction 36(1), 24-30.
Frone, M.F. (2003). Work-family balance. In J.C. Quick, & L.E. Tetrick (Eds.). Handbook of occupational health psychology (pp. 143-162). Washington: APA.
Gannerud, E. (2001). A gender perspective on the work and lives of women primary school teachers. Scandinavian Journal of Educational Research, 45(1), 55-70.
Georgiadis, M.N. (2007). Educational reforms in Greece (1959-1997) and human capital theory. Journal for Critical Education Policy Studies, 5(2), 342-368.
Greany, T., & Rodd, J. (2003). Creating a learning to learn school: Research and practice for raising standards, motivation and morale. London: Campaign for Learning.
Hargreaves, A. (1994). Changing teachers, changing times: Teachers' work and culture in the postmodern age. New York: Teachers College Press.
Hargreaves, A. (2000). Mixed emotions: Teachers' perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811-826.
Hewlett, S.A. (2002). Creating a life: Professional women and the quest for children. New York: Talk Miramax Books.
Hudson, D.B., Elek, S.M., & Fleck, M.O. (2001). First-time mothers' and fathers’ transition to parenthood: Infant care self-efficacy, parenting satisfaction, and infant sex. Issues in Comprehensive Pediatric Nursing, 24(1), 31-43.
Ifanti, A., & Fotopoulou, V. (2011). Teachers’ perceptions of professionalism and professional development: A case study in Greece. World Journal of Education, 1(1), 40-51.
Johnston, J., McKeown, E., & McEwen, A. (1999). Choosing primary teaching as a career: The perspectives of males and females in training. Journal of Education for Teaching: International Research and Pedagogy, 25(1), 55-64.
Kassotakis, M. (2000). Greece. In C. Brock and W. Tulasiewics (Eds.), Education in a single Europe, (pp. 184-205). 2nd ed. London: Routledge.
Klassen, R.M., & Chiu, M.M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756.
Knowles, M., Nieuwenhuis, J., & Smit, B. (2009). A narrative analysis of educators' lived experiences of motherhood and teaching. South African Journal of Education, 29(3), 333-344.
Koulaidis, V., Dimopoulos, K., Tsatsaroni, A., & Katsis, A. (2006). Young people relationship to education: The case of Greek youth. Educational Studies, 32(4), 343-359.
Koutrouba, K. (2012). A profile of the effective teacher: Greek secondary education teachers’ perceptions. European Journal of Teacher Education, 35(3), 359-374.
Koutrouba, K., & Christopoulos, I. (2015). Cooperative learning effectiveness in the bureaucratic school: Views of Greek secondary education teachers. International Journal of Learning, Teaching and Educational Research, 12(2), 64-88.
Koutsourakis, G. (2007). The new educational policy for the reform of the curriculum and the change of school knowledge in the case of Greek compulsory education. International Studies of Sociology of Education, 17(1-2), 131-146.
Kyriacou, C., & Coulthard, M. (2000). Undergraduates' views of teaching as a career choice. Journal of Education for Teaching: International Research and Pedagogy, 26(2), 117-126.
MacDonald, J.B. (1994). Teaching and parenting: Effects of the dual role. Lanham: University Press of America.
MacLure, M. (1993). Arguing for your self: Identity as an organising principle in teachers’ jobs and lives. British Educational Research Journal, 19(4), 311-322.
Marston, S., Courtney, V., & Brunetti, G. (2006). The voices of experienced elementary teachers: Their insights about the profession. Teacher Education Quarterly, 33(2), 111-131.
Mason, J. (2002). Qualitative researching. 2nd ed. London: Sage.
Mason, M.A., & Mason-Ekman, E. (2007). Mothers on the fast track. How a new generation can balance family and careers. Oxford: Oxford University Press.
Matsumura, L.C., & Pascal, J. (2003). Teachers’ assignments and student work: Opening a window on classroom practice. Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing, University of California at Los Angeles.
McFarlin, I. (2007). Do school teacher parents make a difference? Economics of Education Review, 26(5), 615-628.
Mylonakou, I., & Kekes, I. (2007). School-family relations: Greek parents’ perceptions of parental involvement. International Journal about Parents in Education, 1, 73-82.
O’Connor, K.E. (2008). ‘‘You choose to care’’: Teachers, emotions and professional identity. Teaching and Teacher Education, 24(1), 117-126.
OECD (2015). Education policy outlook: Making reforms happen. OECD Publishing. Available online: http://www.oecd.org/publications/education-policy-outlook-2015-9789264225442-en.htm [Accessed: 1-6-2016]
OECD [Organisation for Economic Cooperation and Development] (2011). Education policy advice for Greece. Strong performers and successful reformers in education. OECD Publishing. Available online: http://www.oecd.org/greece/48407731.pdf [Accessed: 1-6-2016]
Opdenakker, M.C., & Van Damme, J. (2006). Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22(1), 1-21.
Oppenheim, A.N. (1992). Questionnaire design, interviewing and attitude measurement. London: Pinter Publishers.
Parker, P.D., Martin, A.J., Colmar, S., & Liem, G.A. (2012). Teachers' workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28(4), 503-513.
Poulou, M., & Matsagouras, E. (2007). School-family relations: Greek parents’ perceptions of parental involvement. International Journal about Parents in Education, 1, 83-89.
Poulou, M., & Norwich, B. (2000). Teachers’ perceptions of students with emotional and behavioural difficulties: Severity and prevalence. European Journal of Special Educational Needs Education, 15(2), 171-187.
Rice, J.K. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Washington, DC: National Economic Policy Institute.
Saiti, A., & Mitosili, E. (2005). Parental perception of the education of their adolescent children: Evidence from Greek secondary education. Journal of Career and Technical Education, 22(1), 9-30.
Schaufeli, W.B., & Bakker, A.B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25(3), 293-315.
Sharan, Y. (2010). Cooperative learning for academic and social gains: Valued pedagogy, problematic practice. European Journal of Education, 45(2), 300-313.
Sharan, Y. (2015). Meaningful learning in the cooperative classroom. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 43(1), 83-94.
Sikes, P. (1998). Parent teachers: Reconciling the roles. Teacher Development, 2(1), 87-105.
Sikes, P. (1997). Parents who teach: Stories from home and from school. London: Casell.
Silverman, D. (1998). Qualitative research: meanings or practices? Information Systems Journal, 8(1), 3-20.
Skaalvik, E.M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029-1038.
Stoeber, J., & Rennert, D. (2008). Perfectionism in school teachers: Relations with stress appraisals, coping styles, and burnout. Anxiety, Stress, and Coping. An International Journal, 21(1), 37-53.
Stoel, C.F., & Thant, T.S. (2002). Teachers’ professional lives: A view from nine industrialized countries. Washington, DC: Milken Family Foundation and the Council for Basic Education.
Sutton, E.E., Mudrey-Camino, R., & Knight, C.C. (2009). Teachers’ emotion regulation and classroom management. Theory into Practice, 48(2), 130-137.
Tett, L. (2001). Parents as problems or parents as people? Parental involvement programmes, schools and adult educators. International Journal of Lifelong Education, 20(3), 188-198.
Traianou, A. (2009). The uncertain character of recent educational reform in Greece. Forum, 51(2), 131-142.
Tsouloupas, C.N., Carson, R.L., Matthews, R., Grawitch, M.J., & Barber, L.K. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: The importance of teacher ef?cacy beliefs and emotion regulation. Educational Psychology: An International Journal of Experimental Psychology, 30(2), 173-189.
Vouyoukas, A.C. (2007). An analysis of equality, legislation, attitudes and values in education: The case of Greece. Mediterranean Journal of Educational Studies, 12(2), 115-134.
Weber, R.P. (1990). Basic content analysis. Thousand Oaks, CA: Sage.
Weiqi, C. (2007). The structure of secondary school teacher job satisfaction and its relationship with attrition and work enthusiasm. Chinese Education and Society, 40(5), 17-31.
Wentzel, K.R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287-301.
Zembylas, M. (2003). Interrogating ‘teacher identity’: Emotion, resistance, and self?formation. Educational Theory, 53(1), 107-127.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 European Journal of Social Science Education and Research
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
