Skip to main content
Article thumbnail
Location of Repository

Development, well-being and organisation: perceptions of employees in schools

By Ray Rumsby


The thesis explores how employees perceive the meaning and significance of development in schools as organisations, and relative to their well-being at work. It reports how development is negotiated in particular contexts, personally and socially, through time.\ud A review of literatures from different disciplines examines three major themes: wellbeing, development and organisation. For different reasons, these commonplace yet complex ideas are relatively neglected in education scholarship, although used in schools and highly contested in other academic fields. Politicised school improvement literature, assuming deficit models while using inadequate and instrumental ‘growth’ metaphors, misses education’s developmental purpose.\ud Beginning from ontological theory of developmental process throughout human life, the longitudinal research design is consonant with views of socially constructed, experiential adult learning at work and elsewhere. In order to explore the unfamiliarities of superficially familiar ideas, a discursive ethnography is used. It records the perceptions of employees from a wide range of roles - including headteachers - in five English schools committed to staff well-being programmes.\ud The findings are drawn from analysing thematic and narrative data. Participants define development variously, but their accounts from experience are consistent: development is an indeterminate process which involves coming to recognise and understand capabilities, while negotiating and protecting opportunities to realise them individually and organisationally. The thesis offers a critical reconceptualisation of development as a possible basis for praxis and further research.\ud Learning and eudaimonic (self-determining) well-being are associated with, but distinct from, development. These associations work powerfully through the structurational consequences of individuals’ actions in organisationally protected circumstances. Thus development in schools, as with individuals, is natural yet achieved, requiring principled, reflective, communitarian organisation. Such complex interactions and mutualities are central to educative purpose. They deserve more attention, but lack a coherent discourse

Publisher: University of Leicester
Year: 2010
OAI identifier:

Suggested articles


  1. (1996). 334 - 323 BC]. The Nicomachean Ethics (trans.
  2. (1999). A ‘rhizomic’ model of organizational change and transformation: Perspective from a metaphysics of change.
  3. (2000). A Better Future for All: Progress towards the International Development Goal.
  4. (2007). A developmental re-forming of the phases of meaning in transformational learning.
  5. (2003). A leadership approach to managing people in education.
  6. (2006). A note from the series editor.
  7. (1990). A review of Gadamer’s Truth
  8. (2005). A survey of factors influencing the engagement of two professional groups in informal workplace activities.
  9. (1971). A Theory of Justice.
  10. (1959). A theory of therapy, personality and interpersonal relationships, as developed in the client-centered framework.
  11. (2004). A Therapist’s View of Psychotherapy.
  12. (2004). A Thousand Plateaus (trans.
  13. (2006). A view from somewhere: Explaining the paradigms of educational research.
  14. (1980). A Way of Being.
  15. (2005). A well-being manifesto for a flourishing society.
  16. (2006). Achieving sustainable gains in happiness: Change your actions, not your circumstances.
  17. (1978). Activity, Consciousness, and Personality. Englewood Cliffs:
  18. (2008). Advertisement: ‘It’s Your Time’.
  19. (2004). An analysis of two models of reflection and their implications for educational development.
  20. (2003). An Introduction to Counselling.
  21. (2007). An update of transformative learning theory: a critical review of the empirical research (1999-2005).
  22. (1996). Analysing Organisations (third edition).
  23. (2002). Analyzing emotions for a better understanding of organizational change: Fear, joy and anger during a merger.
  24. (2003). Aquinas’ notion of good in the context of educational leadership.
  25. (2005). Authentic leadership development: getting to the root of positive forms of leadership.
  26. (2007). Authenticity in the bureau-enterprise culture: The struggle for authentic meaning.
  27. (2005). Autonomy as an educational aim.
  28. (1997). Behaviour: An introductory text (third edition). Hemel Hempstead:
  29. (1998). Betrayal of trust in organizations.
  30. (2005). Beyond compare: Metaphor in organization theory.
  31. (2003). Blindfolded in a minefield: principals’ ethical decision-making.
  32. (1962). Bloomington and Indianapolis: Indiana University Press. (Cited
  33. (2006). Book review of Kelman, Steven,
  34. (1999). Bridging epistemologies: The generative dance between organizational knowledge and organizational knowing.
  35. (2007). Burnout in the information technology sector: Does leadership matter?
  36. (2006). Capability and Well-Being.
  37. (2006). Challenging challenge: the importance of knowing that we don’t know,
  38. (2006). Challenging dualism: Public professionalism in ‘troubled’ times.
  39. (1996). Changing our Schools: Linking school effectiveness and school improvement.
  40. (2005). Changing their minds: The social dynamics of school leaders’ learning.
  41. (2001). Characteristics of performative cultures.
  42. (2005). Climate or culture? A plea for conceptual clarity in school effectiveness research.
  43. (2006). Commentary on ‘Charles Taylor: Explanation and Practical Reason’.
  44. (2000). Communities of practice and social learning systems.
  45. (2002). Community participation in development.
  46. (2005). Competing conceptions and values in school strategy: Rational planning and beyond.
  47. (2002). Complexity and Postmodernism: Understanding Complex Systems.
  48. (2001). Consciousness and Intentionality.
  49. (2005). Contemporary Organization Theory.
  50. (2007). Contextual factors and effective school improvement.
  51. (2004). Cultural differences and philosophical accounts of well-being.
  52. (2003). Cultures and Organizations: Intercultural co-operation and its importance for survival. London:
  53. (1989). Dancing at the end of the world: Thoughts on words, women,
  54. (2008). Defaulting to management: Leadership defined by what it is not.
  55. (1998). Defining wellness: Stress, illness and the application of existing knowledge.
  56. (2000). Designing the Learning-Centred School: A cross-cultural perspective.
  57. (2003). Despite Good Intentions: Why development assistance to the Third World has failed.
  58. (2000). Developing and sustaining school leaders: Lessons from research.
  59. (2008). Development Agency for Schools,
  60. (2007). Development as a buzzword.
  61. (2002). Development as economic growth.
  62. (1999). Development as Freedom.
  63. (2008). Dictionary Online,
  64. (2000). Discourse analysis as organizational analysis.
  65. (2006). Discourse, Interpretation, Organization. Cambridge:
  66. (2002). Doing and Writing Qualitative Research.
  67. (2001). Doing Qualitative Educational Research: A personal guide to the research process.
  68. (2008). Don’t blame HSE for workplace deaths’.
  69. (2005). Education as a moral practice.
  70. (1981). Education as Growth.
  71. (2001). Education Authority and Teacher Support Network,
  72. (2001). Education is self-education
  73. (2005). Education, the market and the nature of personal well-being.
  74. (2005). Effective School Improvement: An introduction.
  75. (2000). Effective school improvement: The English case studies.
  76. (2008). Emotional well-being and its relationship to schools and classrooms: A critical reflection.
  77. (1999). Employment and Health:
  78. (2007). Engeström’s version of activity theory: A conservative praxis?
  79. (2006). Epistemological issues in phenomenological research: How authoritative are people’s accounts of their own perceptions?
  80. (2005). Erasmus University. Also
  81. (1987). Evolution: The grand synthesis.
  82. (2001). Expansive learning at work: towards an activity-theoretical reconceptualisation.
  83. (2004). Expansive learning environments: Integrating organizational and personal development.
  84. (1984). Experiential Learning: Experience as the source of learning and development.
  85. (1995). Explaining development and change in organizations.
  86. (2005). Feminism, epistemology and education.
  87. (2006). Finding ‘Meaning’ in psychology: A lay theories approach to self-regulation, social perception, and social development.
  88. (2003). Flourishing under fire: Resilience as a prototype of challenged thriving.
  89. (2005). Foucault: A very short introduction.
  90. (2006). From education to lifelong learning: The emerging regime of learning in the European Union.
  91. (2008). From management to leadership: Semantic or meaningful change?
  92. (1995). From modern to postmodern organizational analysis.
  93. (1979). From the native’s point of view: On the nature of anthropological understanding.
  94. (2006). From universal values to millennium development goals: Lost in translation.
  95. (2007). From workplace learning to inter-organizational learning and back: The contribution of activity theory.
  96. (2004). Front-loading, workplace learning and skill development.
  97. (2004). Gilles Deleuze and Felix Guattari.
  98. (2000). Give me a lever long enough, and single-handed I can move the world.’
  99. (2008). Globalization and environmental education: Looking beyond sustainable development.
  100. (2002). Growing primacy of human agency in adaptation and change in the electronic era.
  101. (2009). Gut instinct: The body and learning.
  102. (2005). Happiness in the face of adversity: Reformulating the dynamic and modular bases of subjective well-being.
  103. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being.
  104. (2007). Happiness theories of the good life.
  105. (1999). Harnessing Complexity: Organizational implications of a scientific frontier.
  106. (1999). Headteachers’ knowledge, practice and mode of cognition.
  107. (1974). Health and Safety at Work Act
  108. Heidegger: Basic Writings.
  109. (2003). Heidegger’s ‘question concerning technology’: Implications for responsible school leadership in an era of restructuring.
  110. (2006). Helping People Help Themselves: From the World Bank to an alternative philosophy of development assistance. Ann Arbor:
  111. (1998). Hermeneutics and education: Understanding, control, and agency.
  112. (1981). Hermeneutics and the Human Sciences,
  113. (2008). How important is pro-social behaviour in the delivery of public services? Bristol: Centre for Market and Public Services, Working Paper No.
  114. (2006). How Very Effective Primary Schools Work.
  115. (2006). Human Relationship Skills (fourth edition).
  116. (1983). Human Service Organizations. Englewood Cliffs,
  117. (2000). Ill Health Retirement and Absenteeism Amongst Teachers.
  118. (1997). Images of Organization (second edition). London and Thousand Oaks,
  119. (2005). Imagining futures: The public school and possibility.
  120. (2001). Insight and responsibility.
  121. (1999). Intensification and stress in teaching.
  122. (2007). Interacting narratives: Creating and re-creating the self.
  123. (2005). Interpreting Qualitative Data: Methods for Analyzing Talk, Text and Interaction (second edition).
  124. (2007). Intersubjective recognition and the development of propositional thinking.
  125. (1997). Intervening in the shadow systems of organizations.
  126. (2004). Introduction and overview.
  127. (2005). Introduction to Social Research: Quantitative and qualitative approaches (second edition).
  128. (2000). Introduction to Special Feature: Alternative perspectives on school improvement.
  129. (1996). Introduction to‘Philosophy of Existence’.
  130. (2003). Introduction: Human flourishing – The study of that which makes life worthwhile.
  131. (2004). Introduction: Why do we need a science of well-being?
  132. (2002). Is Sen’s Capability Approach an adequate basis for considering human development?
  133. (2006). Key Concepts in Developmental Psychology.
  134. (2004). Leadership and leadership development in education.
  135. (2006). Leadership and organization in education: time for a re-orientation?
  136. (2005). Leadership and resistance. Improving Schools,
  137. (2000). Leadership as an organizational quality.
  138. (2005). Leadership for Mortals: Developing and sustaining leaders of learning.
  139. (2004). Leadership in Organizations: Current Issues and Key Trends.
  140. (2007). Leadership succession.
  141. (2005). Leadership’ as a manifestation of knowledge.
  142. (2007). Leading a community of learners: Learning to be moral by engaging the morality of learning.
  143. (2007). Learning for being: An ontological and existential approach.
  144. (2006). Learning opportunities at work as predictor for recovery and health.
  145. (2009). Learning professional ways of being: Ambiguities of becoming.
  146. (2000). Learning Schools, Learning Systems.
  147. (2000). Learning to think like an adult.
  148. (1996). Learning: The Treasure Within. Report of the International Commission on Education for the Twenty-First Century.
  149. (2007). Lifelong learning and ‘time competence’.
  150. (1999). Lifelong Learning: Riding the tiger.
  151. (2006). Living improvement: A case study of a secondary school in England.
  152. (1998). Local Agenda 21: Substance or spin?
  153. (2004). Local sustainability at school: A political reorientation.
  154. (2001). Making Sense of the Organization.
  155. (2000). Making sense of the role of culture in school improvement.
  156. (2007). Management as negotiation at the interface: Moving beyond the critical-practice impasse.
  157. (2001). Managerial Career Advancement.
  158. (2000). Managing Change: A strategic approach to organisational dynamics (third edition).
  159. (2002). Managing Knowledge Work.
  160. (2004). Managing People (second edition). London: Chartered Institute of Personnel and Development.
  161. (2003). Managing Transitions (second edition).
  162. (2008). Metaphor in organizational research: Context, modalities and implications for research – Introduction.
  163. (2008). Methodology by metaphor: Painting and the study of organizational identity.
  164. (1978). Mind
  165. (2002). Modelling distributed leadership and management effectiveness: Primary school senior management teams in England and Wales.
  166. (1933). Modern Man in Search of a Soul.
  167. (2005). Moral language and pedagogical experience.
  168. (2006). Musings and reflections on the process of transformative learning: A dialogue between
  169. (2000). Narrative in strategic change.
  170. (2006). Narrative inquiry: A methodology for studying lived experience.
  171. (2000). Narrative inquiry: Experience and story in qualitative research.
  172. (2002). National Healthy School Standard: Staff health and wellbeing.
  173. (2004). Natural selection and the elusiveness of happiness.
  174. (2004). Non-teaching staff by type of school.
  175. (2001). Norfolk Education Staff Well-Being Project: Working for fitter schools.
  176. (2008). Office for Standards in Education (OFSTED),
  177. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being.
  178. (2008). On meta-ideology and moralization: A prolegomena to a critique of management studies.
  179. (2005). On the life of the object.
  180. (2006). On the positive and negative effects of emotion work in organizations.
  181. On the problem of self-understanding.
  182. (2008). On the way to theory: A processual approach.
  183. (2003). Orchestral manoeuvres in the dark: Understanding failure in organizational strategizing.
  184. (2005). Organisational Behaviour and Analysis: An Integrated Approach (third edition).
  185. (2002). Organisational Change (second edition).
  186. (2006). Organisational conditions that foster successful classroom promotion of Learning How to Learn. Research Papers
  187. (2005). Organisational development and employee well-being in schools: Research methods and design. (Unpublished paper:
  188. (1995). Organization Development (fifth edition). Englewood Cliffs,
  189. (2006). Organization theory and military metaphor: Time for a reappraisal?
  190. (1999). Organizational change and development.
  191. (1999). Organizational Change: A Review of Theory and Research in the 1990s.
  192. (1991). Organizational learning and communities-of-practice: Toward a unified view of working, learning, and innovation.
  193. (2000). Organizing processes in complex activity networks.
  194. (1987). Our Common Future: Report of the World Commission on Environment and Development.
  195. (1977). Outline of a Theory of Practice (trans.
  196. (2004). Paradox as invitation to act in problematic change situations.
  197. (2002). Participatory development.
  198. (1999). Past postmodernism? Reflections and tentative directions.
  199. (2005). Paths of judgement: The revival of practical wisdom.
  200. (1972). Pedagogy of the Oppressed.
  201. (2000). People and organizations.
  202. (2007). Personal growth and spirituality in leadership development: A critical analysis of the construction of self
  203. (1962). Personal Knowledge: Towards a post-critical philosophy. Chicago:
  204. (1975). Personal knowledge.
  205. (2003). Personality, culture and Subjective WellBeing: Emotional and cognitive evaluations of life.
  206. (1999). Perspectives on Activity Theory. Cambridge:
  207. (2003). Perspectives on the philosophy of education.
  208. (2006). Philosophy’s contribution to social science research on education.
  209. (2004). Pierre Bourdieu: Agent provocateur.
  210. (2008). Policy and workforce reform in England.
  211. (1996). Political Liberalism (expanded paperback edition).
  212. (1995). Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities.
  213. (2005). Positive adjustment to threatening events: An organismic valuing theory of growth through adversity.
  214. (2005). Positive affect and the complex dynamics of human flourishing.
  215. (2004). Positive health: Connecting well-being with biology.
  216. (2004). Pottering in the garden? On human flourishing and education.
  217. (2006). Practical wisdom: Aristotle meets positive psychology.
  218. (2006). Pragmatism and the capability approach: Challenges in social theory and empirical research.
  219. (1946). Preamble to the Constitution of the World Health Organisation as adopted by the International Health Conference,
  220. (2001). Predicting the Future: The role of past performance in determining trends in institutional effectiveness at A level.
  221. (2001). Primary Teachers’ Stress. London: Routledge Falmer.
  222. (2001). Processes of organizational change.
  223. (2001). Progress in organizational justice.
  224. (2007). Psychotherapy and Counselling for Depression (Third Edition).
  225. (2003). Pulled up short: Challenging self-understanding as a focus of teaching and learning.
  226. (1994). Qualitative Data Analysis: An Expanded Sourcebook (second edition).
  227. (2005). Qualitative Interviewing: The art of hearing data (second edition).
  228. (2000). Qualitative interviewing.
  229. (2003). Quality in Qualitative Evaluation: A framework for assessing research evidence (Cabinet Office). London: National Centre for Social Research.
  230. (2000). Questions of hermeneutics: Beyond empiricism and postmodernism.
  231. (2003). Racialized discourses and ethnic epistemologies.
  232. (2007). Re-thinking ‘The Public’ in troubled times: Unsettling state, nation, and the liberal public sphere.
  233. (2004). Real World Research (second edition).
  234. (2000). Replies. In
  235. (2006). Reply: In defence of global political liberalism.
  236. (2006). Repositioning Organization Theory.
  237. (2003). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (second edition).
  238. (2005). Research Methods and Statistics in Psychology (third edition). London: Hodder and Stoughton.
  239. (2000). Research Training for Social Scientists: A handbook for postgraduate researchers.
  240. (1984). Resources, Values and Development.
  241. (2000). Rethinking resistance and recognizing ambivalence: A multidimensional view of attitudes toward an organizational change.
  242. (2004). Revised Ethical Guidelines for Educational Research.
  243. (1993). Rhizome versus trees.
  244. (2005). Robert Cooper: Beyond organization.
  245. (1999). School effectiveness and school improvement: Critique of a movement.
  246. (2004). School effectiveness’: The problem of reductionism.
  247. (2001). School Improvement for Real. London: Routledge Falmer.
  248. (2000). Securing Health Together: A long-term occupational health strategy for England,
  249. (2006). Seeing differently: Putting MBA learning into practice.
  250. (2005). Self-determination as an educational aim.
  251. (2003). Self-regulatory processes and responses to health threats: Effects of optimism on well-being.
  252. (2000). Self-Theories: Their role in motivation, personality and development.
  253. (2005). Sen’s capability approach and the many spaces of human well-being.
  254. (1995). Sensemaking in Organizations. Thousand Oaks,
  255. (2008). Shared work values and team member effectiveness: The mediation of trustfulness and trustworthiness.
  256. (1991). Situated Learning: legitimate peripheral participation. Cambridge:
  257. (2005). Social justice and school improvement: Improving the quality of schooling in the poorest neighbourhoods.
  258. (2004). Some questions about evidence-based practice in education.
  259. (2000). Something in between.
  260. (2007). Standards or communities of practice? Competing models of workplace learning and development.
  261. (1990). Stories of experience and narrative inquiry.
  262. (2009). Storytelling and change: An unfolding story.
  263. (2006). Strategy as practical coping: A Heideggerian perspective.
  264. (1998). Subjective well-being is essential to wellbeing.
  265. (1999). Subjective well-being: Three decades of progress.
  266. (1984). Subjective well-being.
  267. (2004). Supporting learning in advanced supply systems in the automotive and aerospace industries.
  268. (2000). Surfing the Edge of Chaos.
  269. (2007). Sustaining leaders for system change.
  270. (1996). Symptoms in the Mind: An introduction to descriptive psychopathology (second edition).
  271. (2003). Teacher leadership and school improvement.
  272. (2008). Testing and Assessment. House of Commons: Third Report of Session 2007-2008,
  273. (2000). The ‘False Dualism’ of educational research.
  274. (2008). The affective establishment and maintenance of Vygotsky’s Zone of Proximal Development.
  275. (2005). The application of the concept of continuous development to the Cyprus educational system.
  276. (2004). The Archaeology of Knowledge. London: Routledge Classics (translation:
  277. (2004). The Broaden-and-Build Theory of Positive Emotions.
  278. (2000). The central conflict: Morality and self-interest.
  279. (2003). The Choreography of Qualitative Research Design
  280. (1963). The concept of the fully functioning person.
  281. (2004). The conceptualization and measurement of learning at work.
  282. (1991). The Concise Dictionary of Management.
  283. (1984). The Constitution of Society: Outline of the theory of structuration.
  284. (2002). The contest over meaning: Hermeneutics as an interpretive methodology for understanding texts.
  285. (1998). The contours of positive human health.
  286. The Development Dictionary: A guide to knowledge as power.
  287. (2007). The Development Dictionary: A guide to knowledge as power. London: Zed Books and Johannesburg:
  288. (2005). The developmental origins of well-being.
  289. (1998). The Dynamics of Change: Insights into Organisational Transition from the Natural World.
  290. (1988). The Education Reform Act
  291. (2004). The employment relationship and workplace learning.
  292. (2007). The end of philosophy and the task of thinking.
  293. (2006). The Habermas Reader.
  294. (2002). The Healthy Schools Standard: Themes.
  295. (2007). The impact of personality and team context on the relationship between workplace injustice and counterproductive work behavior.
  296. (2002). The importance of time in organizational research.
  297. (2003). The influence of psychological factors on restorative function in health and illness.
  298. (2004). The Intelligent School.
  299. (1990). The International School Improvement Project (ISIP) and effective schooling: Towards a synthesis.
  300. (1995). The Knowledge-Creating Company.
  301. (2008). The legacy of ERA, privatization and the policy ratchet.
  302. (2000). The less important sideshow’: The limits of epistemology in organizational analysis.
  303. (1994). The Location of Culture.
  304. (2009). The long slide to happiness.
  305. (1983). The Managed Heart: Commercialization of human feeling.
  306. (1999). The Management of health and Safety at Work Regulations
  307. (2002). The Managerial School: Post-welfarism and social justice in education.
  308. (2007). The meaning and use of intuition in novice nurses: A phenomenological study.
  309. (1969). The Methodological Position of Symbolic Interactionism. In Symbolic Interactionism: Perspective and Method.
  310. (2004). The nature of teacher leadership in schools as reciprocal influences between teacher leaders and principals.
  311. (1999). The neglect and importance of emotion at work.
  312. (2004). The new generation of expertise: Seven theses.
  313. (2001). The New Meaning of Educational Change (third edition). Columbia:
  314. (2003). The New Work of Educational Leaders.
  315. (2004). The pace, sequence and linearity of radical change.
  316. (2001). The Past, Present and Future of School Improvement: Towards the Third Age.
  317. (2007). The philosophical foundations of knowledge management:
  318. (1993). The Philosophy of Social Research. London: Longman, cited
  319. (1996). The practice of learning.
  320. (1964). The Primacy of Perception: and other essays on phenomenological psychology, the philosophy of art, and politics.
  321. (1911). The Principles of Scientific Management.
  322. (2001). The Psychology of Careers in Organizations.
  323. (2009). The Reflective Practitioner: How professionals think in action.
  324. (2001). The relation between hopelessness and psychological and serological outcomes in Israeli women with breast cancer.
  325. (2004). The role of cognitive development in Mezirow’s Transformational Learning Theory.
  326. (2007). The role of schools in area regeneration.
  327. (2000). The Scale of Occupational Stress: A further analysis of the impact of demographic factors and type of job. Health and Safety Executive Contract Research Report 311/2000. Norwich: Her Majesty’s Stationery Office.
  328. (2005). The second half of the journey: Spiritual leadership for organizational transformation.
  329. (2008). The Selfish Capitalist: Origins of affluenza.
  330. (2005). The social processes of organizational sensemaking.
  331. (2003). The social, linguistic, and health consequences of emotional disclosure.
  332. (2000). The structure below the surface: reassessing the significance of informal learning.
  333. (1995). The structure of psychological well-being revisited.
  334. (2005). The subjugation of identity
  335. (1986). The View from Nowhere. Oxford: Oxford University Press. Cited in Alexander,
  336. (2000). The Well Teacher: Promoting staff health, beating stress and reducing absence.
  337. (2007). Theories of embodied knowledge: New directions for cultural and cognitive science?
  338. (2002). Thinking about change. Nursing Philosophy,
  339. (2003). Thinking through moral values: Putting Bourdieu to work within the field of education management.
  340. (2003). Three epistemological stances for qualitative inquiry: Interpretivism, hermeneutics, and social constructionism.
  341. (2004). Time for ethnography.
  342. (1976). To Have or To Be?
  343. (2007). Too emotional to be capable? The changing nature of emotion work in definitions of ‘capable teaching’.
  344. (1998). Toward a Psychology of Being (third edition).
  345. (2006). Towards a Comprehensive Theory of Human Learning.
  346. (2004). Transformative and restorative learning: A vital dialectic for sustainable societies.
  347. (1991). Transformative Dimensions of Adult Learning.
  348. (1998). Transformative learning: A critical review.
  349. (1997). Transformative learning: Theory to practice.
  350. (2005). Transforming Schools: Illusion or Reality. Stoke on Trent: Trentham Books.
  351. (1962). translated 1966. The Savage Mind (La Pensée Sauvage). London: Weidenfeld and Nicolson. Unacknowledged translation. (Original publication, Paris: Librairie Plon,
  352. Truth and Method (second, revised edition), revised translation:
  353. (2007). Truth and the capability of learning.
  354. (2003). Turning-points as opportunities for psychological growth.
  355. (1993). Two conceptions of happiness: Contrasts of personal expressiveness (eudaimonia) and hedonic enjoyment.
  356. (2000). Two philosophical problems in the study of happiness.
  357. (1999). Understanding and Preventing Teacher Burnout. Cambridge:
  358. (2006). Understanding Educational Leadership.
  359. (2003). Understanding Emotion at Work.
  360. (2005). Understanding failing schools: Perspectives from the inside.
  361. (2005). Understanding Occupational and Organizational Psychology.
  362. (2008). Understanding organizations through embodied metaphors.
  363. (1994). Understanding transformation theory.
  364. (2005). Well-being at work in education: A basis for organisational development. (Unpublished paper:
  365. (1985). Well-being, agency and freedom: the Dewey lectures
  366. (1986). Well-Being: Its Meaning, Measurement, and Moral Importance.
  367. (1999). Well-Being: The foundations of hedonic psychology.
  368. (2004). Well-being: towards an integration of psychology, neurobiology and social science.
  369. (2000). What “form” transforms? A constructive-developmental approach to transformative learning.
  370. (2007). What do Happiness Studies study?
  371. (2004). What do we know about teacher leadership? Findings from two decades of scholarship.
  372. (1998). What good are positive emotions?
  373. (2001). What is organizational knowledge?
  374. (2002). When I’m down, it takes me a while’: Rethinking transformational education through narratives of women in crisis.
  375. (2004). Where have all the flowers gone? Reconnecting leadership preparation with the field of organization theory. UCEA Review,
  376. (2001). Who’s Hurting Who? Young people, self-harm and suicide.
  377. (2007). Whose development? Salvaging the concept of development within a sociocultural approach to education.
  378. (2006). Why narrative? Why now?
  379. (2004). Willing Slaves.
  380. (2001). Women and Human Development: The Capabilities Approach (paperback edition). Cambridge:
  381. (2004). Work and human flourishing.
  382. (2003). Writing: A method of inquiry. In

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.