Academy primary teachers’ perceptions of wellbeing via self-determination theory

Aims: This study investigates primary teachers’ understanding of MA and how they support children with mathematics anxiety (MA). Method/Rationale: The causes, prevalence, and negative impact of MA on children and young people’s (CYP’s) mathematics learning, performance, attitude, and mental health have been well investigated. It has been suggested that MA develops due to students’ prior negative experiences learning mathematics in the classroom and that teachers play significant roles in forming CYP’s MA. Eleven primary school teachers were recruited from four different schools in South-West England. Semi-structured interviews were used; eleven individual semi-structured interviews were conducted, and the data were analysed via reflexive thematic analysis. Findings: The findings revealed that these primary teachers’ awareness and understanding of MA were low, particularly in recognising how their own thoughts and feelings about learning and teaching maths may affect CYP’s experience of maths anxiety and maths learning. They also had limited strategies to support children with mathematics anxiety. Limitations: The number of participants in this study was small, limited to South-west England, and not controlled for demographic factors such as gender, race, work experience, or age, making them unrepresentative of the entire primary teacher population. Conclusions: Increasing primary teachers’ awareness and deepening their understanding of MA and its potential impact on individual children is necessary, and teachers may need support in identifying children with MA and in using relevant strategies explicitly aimed at reducing MA and preventing its formation and development.

Background: Reflexive thematic analysis is widely used in qualitative research published in Palliative Medicine, and in the broader field of health research. However, this approach is often not used well. Common problems in published reflexive thematic analysis in general include assuming thematic analysis is a singular approach, rather than a family of methods, confusing themes and topics, and treating and reporting reflexive thematic analysis as if it is atheoretical. Purpose: We reviewed 20 papers published in Palliative Medicine between 2014 and 2022 that cited Braun and Clarke, identified using the search term ‘thematic analysis’ and the default ‘relevance’ setting on the journal webpage. The aim of the review was to identify common problems and instances of good practice. Problems centred around a lack of methodological coherence, and a lack of reflexive openness, clarity and detail in reporting. We considered contributors to these common problems, including the use of reporting checklists that are not coherent with the values of reflexive thematic analysis. To support qualitative researchers in producing coherent and reflexively open reports of reflexive thematic analysis we have developed the Reflexive Thematic Analysis Reporting Guidelines (the RTARG; in Supplemental Materials) informed by this review, other reviews we have done and our values and experience as qualitative researchers. The RTARG is also intended for use by peer reviewers to encourage methodologically coherent reviewing. Key learning points: Methodological incoherence and a lack of transparency are common problems in reflexive thematic analysis research published in Palliative Medicine. Coherence can be facilitated by researchers and reviewers striving to be knowing – thoughtful, deliberative, reflexive and theoretically aware – practitioners and appraisers of reflexive thematic analysis and developing an understanding of the diversity within the thematic analysis family of methods.

This study aimed to evaluate the subjective experience of a play-based intervention on a sample of primary school teachers in Hong Kong. Semi-structured interviews and reflective journals provided data for qualitative analysis. Reflexive thematic analysis was applied to establish commonalities and/ or disparities in the participants’ lived experiences. Three superordinate themes were identified; perception, psychological impact and possibilities. Participants reported positive psychological responses and enhanced collegial relationships. Some showed awareness of personal and professional growth. Participants’ well-being was not measured or evaluated as part of this study. However, results suggest that play-based interventions for teachers may contribute to increased well-being through play's permeating effects. This may interest school leaders, well-being consultants, and positive psychology professionals administering school-based interventions to improve well-being and teacher collaboration. Adult play, an understudied area within positive psychology, lacks data and empirical research. Therefore, this study contributes to this emerging and exciting field.

There are increasing demands for including interprofessional education (IPE) within medical curricula. Primary care is a relatively new medium for IPE. Traditionally in medical programs, most primary care placements are in general medical practice. However, primary care may provide a sustainable solution for practice-based interprofessional learning; ultimately, improving interprofessional collaborative practice. An innovative program at Sydney Medical Program (Australia) incorporates medical student placements with various primary care interprofessional supervisors. Uniprofessional supervisor experiences are well documented. In this qualitative study, we aimed to gain an in-depth understanding of interprofessional supervisor experiences and motivating factors affecting their recruitment and ongoing engagement. Semi-structured interviews were conducted with 21 supervisors from various health professions. Themes were developed through reflexive thematic analysis and further explored using self-determination theory (SDT) as a theoretical lens. Key themes impacting motivation were identified: (a) Affordances and challenges in providing placements (b) Developing competencies and enhancing skills (c) Bridging gaps in primary care. Using SDT as a framework enabled a better understanding of supervisor perceptions and motivation for participating in student placements. Encouraging supervisor autonomy, engaging supervisors in faculty development, and strengthening their relatedness to universities are key to forming sustainable partnerships and enriching student learning in uni- and interprofessional settings.

Purpose Teacher education is identified as a catalyst in promoting the sustainability transition. Project-based learning (PjBL) approaches are efficient in promoting the sustainability competency of the students. On the one hand, supporting and assessing PjBL as an instructor is not simple or free from contradictions, as assessment tools are lacking. On the other hand, understanding the quality and social nature of the PjBL process is incomplete. This research aims at filling these research gaps. Design/methodology/approach The data consist of video recordings and group reports collected during the teaching periods of Sustainability and Outdoor Education–emphasised primary school student teachers (n = 40) in 2023–2025. In a reflexive thematic analysis, the learning transformations model is applied in theory and practice. This study introduces the idea that learning sustainability in primary school teacher education during PjBL includes three stages of learning transformations: unfreezing, changing and refreezing beliefs. Findings Based on this research, students’ socially shared beliefs regarding the teaching profession significantly impact sustainability learning and the acceptance or rejection of the learning demand. Boosting sustainability competency via learning transformations among primary school student teachers requires a forum for discussion for students to reflect not only on their sustainability-related perceptions but also their teacher beliefs. Practical implications An assessment tool for teacher educators is proposed for assessing primary school student teachers’ sustainability-related learning transformations during PjBL. Originality/value In addition to identifying aspects related to acceptance or rejection of the learning demand, this study introduces a concept of practicality ethos to describe the manner students discuss teaching. Engaging in practicality ethos significantly affects the PjBL process.

An estimated 61.2million adults play golf worldwide, with approximately 139,000 golfers affiliated with clubs in South Africa. Despite golf's popularity as a recreational activity, the path to professional status and its sustainment is reserved for a few who demonstrate exceptional skill and dedication. Recognising the existing gap in research regarding the developmental trajectory of tour professional golfers in South Africa, there is an increasing need to identify the key factors that promote their professional development in this unique context. This study addressed this gap by aiming to elucidate the key factors contributing to their development. The study employed a qualitative descriptive design using semi-structured interviews with a purposeful sample (N = 17) of male and female tour professional golfers ranked within the top 100 on the Sunshine Tour and Professional Golfers Association of South Africa (PGASA) teaching professionals. Reflexive thematic analysis identified nine overarching themes as key factors contributing to professional development in golf, namely a supportive developmental environment, competition-specific training, career management, a team of professional staff, financial resources, physical conditioning, lifestyle habits, psychological and physiological proficiency, and course management. This study's findings may inform the development of a golf-specific framework for professional development tailored to a holistic approach in preparing golfers for professional advancement, highlighting its potential to optimise performance outcomes.

Background: Research on primary physical education (PE) in England and other countries has shown that it is an aspect of the curriculum that has suffered from sparse initial teacher training (ITT). As a consequence of ‘insufficient’ time spent on PE in ITT (PE-ITT), primary teachers often have low levels of confidence and competence with respect to teaching the subject. Evidence also points to inadequacies in traditional forms of professional development in PE (PE-CPD), leading to calls for more effective ways of developing teachers' competence to deliver high quality PE. Purpose: To explore primary school teachers' experiences of PE during ITT and the PE context in their schools prior to them engaging in a national PE-CPD programme, and their perceptions of the immediate and longer-term effects of this programme. Setting and participants: Primary school teachers in five local education authorities in England. Research design and data collection: A combination of quantitative and qualitative methodological approaches were adopted, including: pre-course audits, course evaluations, focus groups and semi-structured interviews. The pre-course audits captured information about the teachers' experiences of PE-ITT and the PE context in their schools prior to them engaging in the CPD. The course evaluations focused on initial impressions of the PE-CPD, and the focus groups and interviews captured the teachers' perceptions of its longer-term effects. Findings: For up to half of the teachers, their PE-ITT was ‘insufficient’ in terms of the time dedicated to it and the breadth of coverage of the subject. The PE-CPD programme, which was designed in the light of ‘insufficient’ PE-ITT, demonstrated features of ‘effective’ CPD in that it was considered relevant to classroom practice and partially addressed some of their many needs (especially in relation to content ideas and inclusive practice). However, its effectiveness was undoubtedly limited due to: its short time span and minimal engagement with teachers; a heavy reliance on resources; and the absence of follow-up support. In addition, it did not adequately address known areas of development for primary PE (such as medium to long-term planning and assessment) and was challenged in meeting the diverse needs of primary teachers of 5–11 year olds. Furthermore, inadequate PE time and reduced opportunities to teach PE in some schools limited implementation of learning from the PE-CPD. Conclusions: The findings of this study confirmed that PE-ITT continues to be ‘insufficient’ for many primary teachers and that the PE-CPD in question, whilst partially ‘effective’, was not, and could never have been, the panacea for the inherent issues within and predicament of primary PE. In effect, this PE-CPD programme with its limited duration and engagement with teachers, a heavy reliance on resources, and no planned follow-up support was not sufficiently different to forms of CPD described in the literature as ‘ineffective’; consequently, it could not hope to compensate for long-term systemic weaknesses such as inadequate primary PE-ITT. These weaknesses need to be addressed through a dual approach of ‘sufficient’ PE-ITT followed by ‘effective’ PE-CPD which engages teachers and their colleagues in long-term collaborative endeavours that support transformative practice.

A transparent analytical process contributes to the methodological rigor of reflexive thematic analysis. To enhance such transparency in reflexive thematic analysis, novice researchers need to document and present the analytical processes of theme development. In this article, we showcase how qualitative comparative analysis can be integrated into reflexive thematic analysis as a strategy for novice researchers. We demonstrate how novice researchers can develop codes and categories, use qualitative comparative analysis to facilitate the exploration of the complex causal relationships between categories, and construct candidate themes based on these analyses. We then show how novice researchers can continue developing these themes by creating relationships between codes and categories on the basis of qualitative data and existing literature. Such integration of methods not only facilitates theme development, but also assists researchers in justifying the decisions made in a reflexive thematic analysis process. The analytical procedures presented in this article may thus help novice researchers engaged in reflexive thematic analysis to enhance the transparency of their analytical process.

Concussions from sport and recreational activities can negatively impact academic performance in adolescents. This study aims to use reflexive thematic analysis to understand the knowledge, management, and education of concussion among Irish postprimary educators. A cross‐sectional study that involved semistructured interviews with 18 secondary school teachers was conducted. Interviews were recorded and transcribed in preparation for a reflexive thematic analysis process according to research conducted by Braun and Clarke. A total of 664 data items were coded which led to the development of 5 themes (i.e., teacher's background experience, consequences of concussion, concussion in school, educating educators, and existing standards) and 22 subthemes. The implementation of concussion education initiatives for improving student safety, injury management, and recovery through mandatory teacher‐continued professional development should be explored. Teachers' knowledge of concussion is influenced by personal experiences, with safer attitudes observed in those who have witnessed or experienced concussions. The role of the Year Head in concussion management should be explored with a focus on communication pathways and dissemination of materials. Protocols for medical emergencies and academic adjustments for concussed students should be made readily available to secondary school teachers.

Death is a fact of life; it has an impact on all children, yet the topic is not routinely covered as part of children’s educational curriculum. The advocation for death education within schools has been supported by various professionals, including teachers, for many years. However, teachers often report a lack of confidence in this area. Limited research has explored the implementation of death education in schools. As such, the current study aims to understand primary teachers’ lived experiences of actively delivering three lessons on bereavement, loss, and grief within one Scottish primary school. Three primary teachers participated in semi-structured interviews after the delivery of the lessons. Braun and Clarke’s (2019) Reflexive Thematic Analysis was employed as the method of data analysis. Through this process of reflexivity, three overarching themes were developed: a place for death in the curriculum, effective implementation, and practitioners’ journeys. Key findings suggest that teachers recognise that it is their role to educate children on death and bereavement and it should be a component within children’s educational curriculum. Effective collaboration with home and further training and development were highlighted as key factors in promoting practitioners’ confidence. The unique journeys of practitioners highlight the flexibility of emotive responses when working within the realms of death and bereavement. Implications for practice were identified including the need for formal supervision and training for teachers when working with bereavement. Implications for research include the potential to consider teachers’ experiences across primary and secondary sectors, as well as exploring children’s voice in relation to the efficacy of bereavement lessons.

Despite its importance, recruiting a sufficient sample size for randomised controlled trials (RCTs) can pose a significant challenge, which has real-world impact on reliability of evidence, trial completion and ultimately, patient care. Technology has potential to enhance the recruitment process, but there is a lack of evidence regarding its current use and effectiveness. Consistent with findings from the PRioRiTy I study, the current research aims to explore the advantages and disadvantages to using technology during the recruitment process for RCTs. Semi-structured interviews (n=7) were conducted with researchers involved in RCT recruitment in Ireland. Subsequently, a Public & Patient Involvement (PPI) panel focus group (n=3) was conducted to add further depth to these findings. The data were qualitatively analysed through 'Reflexive Thematic Analysis' to extract prominent themes. A superordinate theme arose: 'Tech is just a medium so that you can reach more people', along with two themes, which were corroborated by the PPI focus group: 'Technology is used if and when the benefits outweigh the costs' and 'Success of recruitment through technology depends on the nature of the study.' This study provided a deeper understanding of the factors which influence researchers to employ technology in recruitment for RCTs. Implications suggest that future researchers should aim to adapt their recruitment approaches to meet digital tool preferences of their target cohort; and engage with patient groups in the community to allow networking opportunities for future studies. This research may contribute towards maximising efficiency in RCT recruitment.

Many traditional horse keeping and training practices can result in poor horse welfare. To assist reform and identify novel opportunities to facilitate improvements in horse welfare, this study sought to gauge the motivations underlying equestrians’ horse-keeping and training practices. Nineteen amateur equestrians were interviewed using semi-structured interviews. Systems thinking and self-determination theory, which proposes humans are intrinsically motivated by three psychological needs (competence, autonomy, and relatedness), provided the theoretical framework for the study. Using reflexive thematic analysis, four themes were identified: (1) achieving equestrian goals is the primary motivator; (2) equestrians work hard to develop their equestrian knowledge and skills; (3) equestrians are highly motivated to compete and/or participate in club activities; and (4) achieving a financial return on investment is important to many equestrians. Findings suggest that equestrians do not prioritize the three psychological needs proposed by self-determination theory equally. Competence (goal achievement) was the highest priority for equestrians, followed by the need for autonomy (control), and then relatedness (horse–human partnership). The spectrum of equestrians’ motivational priorities suggests that there is an imbalance between horse needs and human needs when selecting horse-keeping and training practices. These insights can be leveraged to develop initiatives that engage all stakeholders, so that meeting human needs and horse needs is more equitably balanced. We also found that equestrians’ practices were highly influenced by their desire to participate in competitive equestrian sport, emphasizing the important role equestrian organizations can play in improving horse welfare through the rules of their sports. These findings contribute to the multifaceted reform needed to solve the complex challenge of improving horse welfare, the outcome of which will determine the long-term future of equestrian sport.

Reading motivation significantly shapes how individuals engage with texts, influencing academic achievement, language development, and critical thinking. This study examined how Philippine literary resources influence the reading and learning motivation of Generation Z (Gen Z) students, who are often more immersed in digital and global content than in local literature. Guided by Self-Determination Theory (SDT), the study explored how autonomy, competence, and relatedness are fostered through engagement with culturally grounded narratives. An exploratory qualitative design was used, with seventeen purposively selected Gen Z students participating in semi-structured interviews. Reflexive thematic analysis was employed to interpret their insights and lived experiences. Findings revealed that Philippine classical literature fosters emotional and psychological resonance through relatable characters, cultural values, and timeless themes. Students demonstrated growing autonomy in literary interpretation, competence in dealing with linguistic complexity, and relatedness through shared cultural meaning. They developed greater comprehension, critical awareness, and civic reflection as they connected literary experiences with personal and social realities. While limited by a small and homogenous sample, the study adopts a cautious interpretation of literature’s transformative potential and emphasizes the contextual factors that shape student motivation. Overall, the findings underscore the value of integrating culturally relevant texts and dialogic approaches in instruction to sustain intrinsic reading motivation and holistic learner development.

Knowledge and skills transfer perspectives of diagnostic radiographers and students in clinical practice.

The authors explored five in-service teachers’ experiences of professional development (PD) in Studies in Writing (30 ECTS programme at a Finnish open university) they participated in during their leisure time. Data consist of the teachers’ creative writings and semi-structured interviews. Reflexive thematic analysis was employed to holistically determine how the participants associated the creative writing community with their PD. The following themes were created: (1) Me as a writer, (2) Teaching and pedagogy, and (3) Writing and emotions. To illustrate these findings, three creative narratives were composed based on data excerpts. These ethnodramatic dialogues gave voice to the teachers’ diverse PD experiences, enabling the authors to create evocative narratives that can be accessible to broader audiences. They suggest that creative writing communities can support teachers’ PD holistically by offering peer support and pedagogical ideas, promoting narrative identity work, and offering a time and place for recovery and flow.