The search for marigolds: Positive veteran teachers and why social support matters

ABSTRACT

There is limited research into older teachers (veterans), especially those who remain enthusiastic and committed to teaching. Still less is known about the role of social support from colleagues inside school in helping positive veteran teachers maintain their commitment to teaching. Drawing broadly from a typology which identifies four types of social support (emotional, instrumental, informational and appraisal), this article reports on a series of interviews with positive veteran teachers. It explores the role of support using the lens of this typology, and discusses emergent themes in relation to it. The findings highlight how positive veteran teachers deliberately seek out positive colleagues and the professional nature of these social supports, and how reciprocal support from colleagues in turn helps these teachers maintain their enthusiasm and engagement for the profession. Given a federally mandated increase in the retirement age and looming teacher shortage with so many new teachers entering the profession, the findings are timely and have implications for teacher well being and school leadership.

KEYWORDS:

• Positive veteran teachers
• social support
• instrumental support
• appraisal support
• emotional support
• informational support

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Sarah Jefferson

Dr Sarah Jefferson is Senior Lecturer and Course Co-ordinator for the Bachelor of Education (Secondary) programme at Edith Cowan University. Her academic and research interests include social support, public value theory and secondary education. Correspondence regarding this article can be addressed to: [email protected]

Geoffrey M Lowe

Dr Geoffrey Lowe is currently a Senior Research Fellow working in the Curtin Education hub of the Centre of Excellence for the Digital Child. For 17 years prior to this, he was Senior Lecturer in Education at Edith Cowan University coordinating the music education program. His research interests include motivation theories, Arts pedagogy, social connection, reflective practice and teacher wellbeing.Email: [email protected]

Christina Gray

Christina Gray is the Associate Dean (Secondary) and Coordinator of Dance and Drama Education with the School of Education at Edith Cowan University. Christina’s research focus includes: drama and Arts education in secondary schools; teaching, teacher education and the practicum; teacher beliefs; teacher trajectories, and, portraiture and narrative methodologies. Correspondence regarding this article can also be addressed directly to: [email protected]

Peter Prout

Peter F. Prout is an Honorary Lecturer/Researcher in The School of Education at Edith Cowan University. His academic and research interests include pre-service teacher education, school leadership, community education, and mentoring teachers and leaders in [email protected].