An Exploration into the Psychology of Education: The Use of an Ecological Framework to Address Macro and Microsystemic Factors that Influence Individuals Working within Irish Education

Abstract

This Ph.D. project is considered a two-part piece. The first aspect is methodological and theoretical, concerning the design of an ecological and context-driven grounded theory framework. The second aspect is a cross-sectional study based on the researchers? interpretation of having implemented and interacted with the methodological framework.

This project first opens with a brief outline of the role psychology has played within education to explain the context and rationale of this research. Highlighting the core schools of thought and key theorists follows, explaining how these figures have influenced educational theory and practice. By critically reviewing the literature surrounding research frameworks and methodologies, a constructivist grounded theory variation is proposed. A randomised sample of Irish Whole School Evaluations (N=59), statistics from an Irish longitudinal dataset (Growing Up in Ireland) and Departmental Annual Statistics, were used to provide a core foundation for this research. During a process of interrater reliability and a social media evaluation, three core research dimensions were identified: (1) the importance of Interaction, (2) the Dynamics of Pedagogical Skill, and (3) the Need for Psychological Support.

Encompassing both primary and post-primary school samples, this research involved a total of 758 individuals (educator, n=266; and student, n=489). Based on whether they had been teaching a class group at the time of this study, educators were categorised into ?Teaching? and ?Non-Teaching? samples. Several significant differences were found between the ?Teaching? and ?Non-Teaching? samples. Also, several differences were found at a primary and post-primary level.

With many recommendations and suggestions being made for future research, this study identifies and proposes a tool for educators to self-reflect on their interactions with students and their instructional practices.