Mainstream secondary school staff perceptions and experiences of working with alternative provision

McTigue, Lydia Anne (2024). Mainstream secondary school staff perceptions and experiences of working with alternative provision. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

In recent years there has been an increase in mainstream schools using dual registration with alternative provision (AP) to deliver education. There is limited research into the motivations and working relationships between these settings. The research presented here is an exploratory investigation that uses six semi-structured interviews to elicit the perceptions and experiences of mainstream secondary school staff, regarding their work with AP settings. It aims to understand staff motivations for using AP, barriers and facilitators to working with AP, and the existing perceptions held by staff. Situated within a critical realist research philosophy, Reflexive Thematic Analysis (Braun & Clarke, 2022) was utilised to complete both inductive and deductive analyses. The inductive analysis produced themes relating to the three guiding research questions. The deductive analysis uses the Reasoned Action Approach (Fishbein & Ajzen, 2011) to organise data visually under the categories of background factors, norms, beliefs, attitudes, and intentions. The data generates an understanding that school staff feel unable to support within the confines of their mainstream settings and hold a perception that AP possess components that they cannot provide. Barriers to working with AP were deemed to be the lack of regulation and guidance, the marketisation of the sector, and negative parent and pupil perceptions. Facilitators include positive parent and pupil perceptions, and regular, transparent communication. Overarching perceptions from staff developed themes such as: approach must be individualised; inconsistent experiences and lack of knowledge; and AP can be unequitable. AP was viewed largely as a hopeful alternative for students and the various factors impacting these beliefs and attitudes are displayed visually using the Reasoned Action Approach (Fishbein & Ajzen, 2011). It is highlighted that Educational Psychologists are in a unique position to foster the development of inclusive practices when considering any potential use of AP. Implications for policy, practice and future research are considered.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):