Exploring Primary School Teacher Perspectives on Adaptability and Its Links with Classroom Management and Psychological Wellbeing: A Qualitative Inquiry

Abstract

Teacher shortage is a major concern for educational institutions. One key psychological resource for teachers that may reduce teacher shortage (e.g., prevent burnout, improve wellbeing) is teacher adaptability (i.e., the capacity to adjust to situations of novelty and change). Indeed, teacher adaptability is known to be associated with positive functioning and wellbeing. However, little qualitative research has been conducted exploring how adaptability may be experienced by teachers. The present study set out to explore the unique perspective of a sample of teachers on their adaptability and its links with classroom management and wellbeing. Semi-structured interviews were conducted with four primary school teachers and thematic analysis was adopted to interpret their experiences in greater depth. Four superordinate themes were identified: Experiences of adaptability: “teaching’s constantly adapting”; Learning to adapt: an active process; adaptability and organisational culture; and adaptability and teacher wellbeing: a cyclical relationship. The findings suggest that teachers may develop and improve their adaptability via engagement with reflective practices.