NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1111706
Record Type: Journal
Publication Date: 2016-Jun
Pages: 26
Abstractor: As Provided
ISSN: EISSN-2014-6418
Teacher Demoralization, Disempowerment and School Administration
Tsang, Kwok Kuen; Liu, Dian
Qualitative Research in Education, v5 n2 p200-225 Jun 2016
Teacher demoralization is a concept describing the negative emotional experiences affecting teachers' well-being and quality of teaching. However, since the dominant discourse about teacher demoralization is influenced by psychological perspectives, especially the theory of burnout, most of effort to promote teachers' well-being and quality of teaching reply on psychological approaches. Nevertheless, teacher demoralization is more socially constructed other than psychologically constructed. Thus, this study aims to identify the potential social causes instead of psychological roots of teacher demoralization. Using in-depth interview data, the study illustrates that school administration may, from teachers' perspectives, structurally demoralize teachers by disempowering teachers to control over labor process of teaching and to appreciate the instructional values of work and working condition. Thus, school reformers are recommended to empower teachers to exercise control over labor process of teaching and to appreciate the instructional values of their work and working conditions.
Hipatia Press. Claramunt, 4, Local 2 08030, Barcelona, Spain. Tel: +34-93-302-1226: e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A