An ecological approach to the intensification of teachers’ work and its influence on their classroom practices, interactions, and relationships with students.

Abstract

Framed by Bronfenbrenner’s ecological systems theory (Bronfenbrenner & Ceci, 1994), this study examined how the multiple systems in which schools and teachers are embedded in (chrono, macro, exo, meso, and micro) shape teachers’ work, interactions, and practice. Positive teacher-student interactions are key to strong relationships, effective learning, and teacher and student wellbeing. Yet, as workloads grow and diversify, these relationships face increasing strain.

This study focused on three questions:

Q1. What teacher practices and teacher-student interactions are observed in secondary school classrooms?

Q2. What are the ecological contextual factors teachers perceive are influencing their work and how are they managing their work?

Q3. Drawing on both observation and teacher perceptions, what are the relationships between teacher-student interactions and relationships, teachers’ work demands, and classroom practices?

A semi-structured observation tool—adapted from a meta-analysis by Kincade, Cook & Goerdt (2020), captured teacher-student interactions, while follow-up interviews explored teachers’ perspectives. Secondary schools in NSW were purposively sampled ensuring representation across school sectors, geographic locations, and ICSEA scores.

​​The findings reveal that teachers' work is shaped by a complex ecological system, with pressures emerging from macro, exo and meso systems, often driven by rapid social, political, and technological change. These external forces filter into teachers’ everyday practice. Teachers report feeling time-poor and overstretched, pulled between supporting students, teaching, and administrative compliance. These layered demands are weakening teacher-student connections, and contribute to work intensification. It also affects teacher wellbeing, contributing to stress and burnout. Without acknowledging this ecological complexity, ongoing pressures will keep undermining teachers’ practice, wellbeing, and student outcomes.