Teacher Demoralization, Disempowerment and School Administration
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Abstract
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.
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