Teachers’ attitudes to risk-taking in the secondary school classroom

Foster, Karen and Jackson, Carolyn (2024) Teachers’ attitudes to risk-taking in the secondary school classroom. PhD thesis, Lancaster University.

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Abstract

Taking risks in the classroom is essential for enhancing the capacity of teachers and improving outcomes for pupils (Fullan, 2009). This study investigates teachers’ attitudes to taking voluntary risks to develop their own teaching practice to find out which teaching approaches are considered more risky; whether attitudes change as teachers progress through their careers; and to identify the barriers to risk-taking in the classroom. The research took place in the Southwest of England during the Covid-19 pandemic. A qualitative methodology was employed consisting of semi-structured interviews with 10 teachers from two contrasting, non-selective, stand-alone secondary schools, and supported by data generated through an online survey. My findings show these teachers have positive attitudes to risk-taking, enjoying opportunities to be creative, and expressing a preference for constructivist teaching approaches. These positive attitudes persisted throughout their careers driven by a need to provide the best for their pupils. While attitudes remain positive, barriers to risk-taking change during a teacher’s career as knowledge, experience, confidence, and responsibilities change. An optimum point exists between 6- and 12-years’ experience where teachers have both the confidence and capacity to take risks. The barriers to risk-taking fall into three categories: practical considerations, teacher time, and curriculum time. The first two are largely a function of the lack of funding and resources available to schools. Teachers respond to these with pragmatism distributing their risk-taking to compensate. This thesis highlights how a lack of curriculum time linked to examination teaching, preparation, and government control, is the greatest barrier, leading to a narrowing of teaching methods and reduction in risk-taking. The resulting lack of teacher agency makes this the hardest barrier to overcome.