A new measurement for secondary school teachers’ productivity. An exploration of relationships between perceived productivity and workplace wellbeing

Brazier, Emma-Jane (2025) A new measurement for secondary school teachers’ productivity. An exploration of relationships between perceived productivity and workplace wellbeing. Doctoral thesis (PhD), Manchester Metropolitan University.

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Abstract

The study examines, via a mixed methods approach, the concept of ‘productivity’ as perceived by secondary school teachers in England. Employing a phenomenological orientation, it establishes a new definition for teacher productivity, one that incorporates teachers' lived practice-based experience. Prosecution of the study has included the development of a Teacher Productivity Assessment Tool , a novel instrument (designed via Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA)) that identifies tasks and responsibilities that teachers perceive either contribute to, or detract from, their productivity. A further contribution, developed from multiple regression analysis of a TPAT and Teacher Stress Inventory (TSI), reveals for the first-time relationships that exist between completion of specific tasks, and reported feelings of productivity and stress. Poor psychological and physical wellbeing in the workplace is known to affect productivity, and deficiencies in wellbeing are reported within the teaching profession. Large numbers of teachers, and with an upwards trend, report feelings of stress alongside experiences of burnout and anxiety. Cited reasons for poor wellbeing include workload pressures, diminished work/life balance, reduced autonomy, and increased imposition of accountability measures (some of which are perceived to be unfair and flawed). Aforementioned pressures have also been cited as contributors to high levels of teacher attrition. The findings of the study contribute to a novel, more nuanced understanding of teacher productivity and provide a new, practice-informed definition for secondary teacher productivity, with empirical indicators that facilitate accurate measurement of the latter. The study finds that 80% of teachers surveyed report experiences of stress. As time is diverted from student-centred tasks, self-perceived productivity is reduced, and feelings of stress are increased. This is especially true where performance management related tasks accrete time available for more productive student and learning-focused ones. The study concludes by proposing interventions (founded in part on the application of TPAT in schools) that target (a) re-design or removal of low value, stress-inducing work, (b) enhancement of overall teacher wellbeing, and ultimately (c) improvements in both teacher productivity and retention.