Schools as Caring Spaces for Teachers: Tales on Morale, Professional Identity, and Otras Yerbas in Secondary Public Schools in Uruguay
Date
2024-05
Authors
Ureta Viroga, Maria Magdalena
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Teachers’ physical and mental well-being have deteriorated in recent decades due to the pressures and strains in the workplace. This research was designed to contribute to a better understanding of the challenges and struggles teachers face in their daily practices and their relationships with the school leadership team, colleagues, and the community. The sample was six teachers who had been working for secondary public schools in Uruguay for more than 5 years. This study’s theory was the Caring School Leadership model developed by Smylie et al. in 2016. This model provides guidance that stimulates caring communities inside and outside schools. Considering participants’ Latin cultural background, I used pláticas to collect narratives about those behaviors the teacher participants perceived that shaped their morale, well-being, and professional identity at work. I collected and analyzed data to uncover themes about participants’ perceptions of the best practices to boost morale and regain the prestige teachers used to hold in the past.
Description
Keywords
morale, professional identity, leadership, collegiality, caring working conditions
Citation
Ureta Viroga, M. L. (2024). Schools as caring spaces for teachers: Tales on morale, professional identity, and Otras Yerbas in secondary public schools in Uruguay (Unpublished dissertation). Texas State University, San Marcos, Texas.