The impact of 16–18 performance measures in a Sixth-form college: a teacher’s perspective on interpersonal relationships and teacher professional identity

Abstract

This research explores the impact of 16–18 Performance Measures on interpersonal relationships and teacher professional identity (TPI) within a sixth-form college. TPI is a dynamic construct shaped by individual experiences and social interactions. Interpersonal relationships, such as those with colleagues and management, play a crucial role in shaping TPI and influencing teacher retention. However, the increasing pressure of performance measures can negatively impact these relationships and, subsequently, TPI. This qualitative case study looks to explore the experiences of teachers working in a Sixth-Form college. Thematic analysis of semi-structured interview transcripts was used to identify key themes related to interpersonal relationships, performance measures, and TPI. The findings suggest that 16–18 Performance Measures can exacerbate tensions within the workplace, leading to strained relationships with management and a decline in teacher morale. These pressures can also erode TPI by limiting autonomy, creativity, and a sense of professional purpose. The study concludes by discussing the implications of these findings for educational policy and practice, highlighting the need for a more supportive and less target-driven approach to education.