Dr Philip Riley - Researcher Profile

Philip Riley

Address

Faculty of Education
Building 6, Clayton

Contact Details

Tel: +61 3 990 52546

Email: Philip.Riley@monash.edu


Biography

Phil has worked in both primary and secondary schools, leading to Deputy Principal and Acting Principal positions. He joined La Trobe in 2004 and worked in the primary and secondary Dip Ed programs, where he taught psychology, mathematics, educational philosophy and counselling skills. Phil taught in the Master in Educational Leadership as a sessional lecturer in 2006 and joined the faculty in 2007. He is also a registered psychologist.

In recognition of his contribution to the Faculty of Education research program Phil was awarded a Monash Researcher Accelerator Program Award (MRAP) in 2010, and the Dean's awards for Excellence by an Early Career Researcher, and Excellence in Innovation and Engagement with Industry in 2011.

 

 

Teachers grieve loss of classroom career 

 

Nearly half of all new school teachers leave the education system within five years of taking on their first job. Dr Philip Riley says this alarming rate of attrition represents a fundamental crisis in the education sector. He is co-leading the Australian component of international research on this issue. His early findings suggest that the attitudes of other teachers may be contributing as much (or more) to the problem as classroom pressures.

 

After almost 20 years as a teacher – he has worked in public and private schools, teaching every level from Year 2 to PhD – Philip cites improving teacher wellbeing as a primary motivator behind his research.  After his first five years in the classroom he decided he needed to learn more about human behaviour and retrained as a psychologist. One of the most important lessons from psychology was in “self-care”, he says. 

 

“Teachers work in a high-stress, high-pressure environment, but there is almost nothing in their pre-service education to improve their ability to look after themselves. It is a mission of mine to put more of this into pre-service education and into ongoing teacher support.”

 

This has been a driver behind his new national research project to map the health and wellbeing of 10,000 school principals and assistant principals. This project begins in 2011 and will involve Monash University’s Faculties of Business and Economics, Information Technology, and Medicine, Nursing and Health Sciences (particularly the School of Epidemiology and Preventative Medicine). 

 

The project has developed from Philip’s experience working with school leaders, who have been experiencing increasing bureaucracy and accountability and decreasing autonomy. This is a recipe for high stress. It will involve 10,000 surveys of principals and assistant principals. He hopes to match this with information from WorkSafe-funded health checks, which would provide matching physical data. 

 

He is also working with Deakin and La Trobe universities in a three-year project to provide professional development for classroom teachers. The aim is to improve the long-term capability of teachers to manage difficult students and to help these students improve their academic performance and social skills. Three different intervention strategies are being trialled.

 

Related Links:

  • Principal Health and Wellbeing Research Home Principal Health Download annual reports, find help, principals login securely

Research & Supervision Interests

    I undertake pure and applied research using methodological and disciplinary lenses from psychology to examine cognitive, behavioural, affective and existential dimensions of leadership, with particular emphasis on teaching and learning, teachers, students and school leaders in different socio-cultural settings. 

    • The overlap between teaching, learning and psychological processes
    • Interpersonal relationships within and between classrooms and staffrooms
    • The impact of Attachment Styles on teachers, learners, administrators & learning
    • Holistic education
    • Organisational culture
    • Imaginative processes in learning and teaching

     

     

Keywords

early career teacher attrition, attachment theory applied to education, unconscious motivation, mentoring, school leaders' health and wellbeing, school improvement, school leadership, classroom management, professional relationship formation and maintenance

Qualifications

REGISTERED PRACTITIONER
Institution: Australian Health Practitioner Regulation Agency
Year awarded: 2011
DOCTOR OF PHILOSOPHY
Institution: LaTrobe University
Year awarded: 2008
QUALIFICATION: GENERAL REGISTRATION AS PSYCHOLOGIS
Institution: Psychologists Registration Board
Year awarded: 2006
BACHELOR OF ARTS ( HONOURS- PSYCHOLOGY)
Institution: Deakin University
Year awarded: 2003
BACHELOR OF EDUCATION (PRIMARY)
Institution: University of Melbourne
Year awarded: 1988

Publications

Books

Riley, P.J., 2011, Attachment Theory and the Teacher-Student Relationship: A Practical Guide for Teachers, Teacher Educators and School Leaders, Routledge, Abingdon UK.

Loughran, J.J., Berry, A.K., Brandenburg, R.T., Clemans, A., Keast, S., Parr, G.B., Riley, P.J., Robb, D., Tudball, E.J. (eds), 2010, Leading professional learning: A case book of practice, Faculty of Education, Monash University, Clayton Vic Australia.

Clemens, A., Berry, A.K., Blaise, M., Keast, S., Loughran, J.J., Parr, G.B., Riley, P.J., Robb, D. (eds), 2009, Leading Professional Learning: Willing to Lead, Department of Education and Early Childhood Development, Melbourne Vic Australia.

Berry, A.K., Blaise, M., Clemans, A., Loughran, J.J., Mitchell, J., Parr, G.B., Riley, P.J., Robb, D. (eds), 2008, Leading Professional Learning: Cases of Professional Dilemmas, Department of Education and Early Childhood Development, Melbourne Vic Australia.

Book Chapters

Riley, P.J., Watt, H.M.G., Richardson, P.W., De Alwis, N.H., 2012, Relations among beginning teachers self-reported aggression, unconscious motives, personality, role stress, self-efficacy and burnout, in Interpersonal Relationships in Education: An Overview of Contemporary Research, eds Theo Wubbels, Perry den Brok, Jan van Tartwijk, Jack Levy, Sense, Rotterdam The Netherlands, pp. 151-166.

Loughran, J., Berry, A., Clemans, A., Keast, S., Miranda, B., Parr, G., Riley, P., Tudball, E., 2011, Exploring the nature of teachers' professional learning, in Navigating in Educational Contexts: Identities and Cultures in Dialogue, eds Anneli Lauriala, Raimo Rajala, Heli Ruokamo and Outi Ylitapio-Mantyla, Sense, Rotterdam, pp. 93-102.

Riley, P.J., 2009, Motivation and empowerment, in The Leadership Experience (Asia Pacific Edition 1), eds Richard L. Daft and Andrew Pirola-Merlo, Cengage Learning Australia Pty Limited, South Melbourne, Victoria, Australia, pp. 228-259.

Riley, P.J., Lewis, R., 2009, Teacher Misbehaviour, in International Handbook of Research on Teachers and Teaching - Part One, eds Lawrence J. Saha and A. Gary Dworkin, Springer, USA, pp. 417-431.

Riley, P.J., 2008, Stretching without breaking: Courage, security and relationships in Professional Learning, in Leading Professional Learning. Cases of Professional Dilemmas, eds Amanda Berry, Mindy Blaise, Allie Clemans, John Loughran, Jane Mitchell, Graham Parr, Philip Riley and Doug Robb, Department of Education and Early Childhood Development (DEECD), Melbourne, pp. 179-181.

Riley, P.J., 2005, Changing the globe in a lighthouse school, in Towards Re-Enchantment: Education, Imagination and The Getting of Wisdom, eds Peta Heywood, Tricia McCann, Bernie Neville and Peter Willis, Post Pressed, Queensland, Australia, pp. 105-112.

Journal Articles

Riley, P.J., Lewis, R., Wang, B., 2012, Investigating teachers explanations for aggressive classroom discipline strategies in China and Australia, Educational Psychology [E], vol 32, issue 3, Routledge, Abingdon Oxon United Kingdom, pp. 389-403.

Romi, S., Lewis, R., Roache, J., Riley, P., 2011, The impact of teachers' aggressive management techniques on students' attitudes to schoolwork, Journal of Educational Research [P], vol 104, issue 4, Routledge, USA, pp. 231-240.

Mitchell, J., Riley, P., Loughran, J., 2010, Leading professional learning in schools: Emotion in action, Teacher Development [E], vol 14, issue 4, Routledge, London, United Kingdom, pp. 533-547.

Riley, P., Lewis, R., Brew, C., 2010, Why did you do that? Teachers explain the use of legal aggression in the classroom, Teaching and Teacher Education [E], vol 26, issue 4, Elsevier Ltd., United Kingdom, pp. 957-964.

Riley, P.J., 2009, An adult attachment perspective on the student-teacher relationship & classroom management difficulties, Teaching and Teacher Education [P], vol 25, issue 5, Pergamon, United Kingdom, pp. 626-635.

Brew, C., Riley, P.J., Walta, C., 2009, Education students and their teachers: Comparing views on participative assessment practices, Assessment & Evaluation in Higher Education [P], vol 34, issue 6, Routledge, United Kingdom, pp. 641-657.

Riley, P.J., 2009, The development and testing of a time-limited mentoring model for experienced school leaders, Mentoring and Tutoring: Partnership in Learning [P], vol 17, issue 3, Routledge, United Kingdom, pp. 233-249.

Gallant, A., Riley, P.J., 2008, Consciousness structures and attachment responses to strange situations, Asia Journal of Global Studies, vol 2, issue 1, Asia Association for Global Studies (AAGS), Japan, pp. 16-25.

Conference Proceedings

Riley, P.J., 2009, Six-session mentoring: The development and testing of a time-limited mentoring model for experienced school leaders. Paper presented in symposium 'Leadership Development Through Mentoring and Collaborative Initiatives'., Proceedings of the AERA Annual Conference (2009), 13 - 17 April, 2009, American Educational Research Association (AERA), United States, p. 0.

Riley, P.J., 2008, The hidden cost of teacher training: Early career exits, Proceedings of the 2008 Australian Teacher Education Association National Conference, 8-11 July 2008, Australian Teacher Education Association, Australia, pp. 1-9.

Riley, P.J., 2006, To stir with love: Imagination, attachment and teacher behaviour, 2006 Symposium Proceedings of the 1st Research Symposium on Imaginative Education, 12 - 15 July, 2006, Faculty of Education, Simon Fraser University (The Imaginative Education Research Group - IERG), British Columbia, Canada, pp. 140-150.

Riley, P.J., 2006, When 'inner working models' don't work: Attachment styles, teacher aggression and research taboos, Proceedings of the 2006 Joint Conference of the Australian Psychological Society (APS) and the New Zealand Psychological Society (NZPsS), 26 - 30 September, 2006, The Australian Psychological Society Ltd, Melbourne, Australia, pp. 355-359.

Other

Riley, P., 2010, School Review Report for Hampton Primary School Southern Metropolitan region, Faculty of Education Monash University, Melbourne Victoria, pp. 1-19.

Riley, P., 2010, School Review Report prepared for Mornington Secondary College School, Southern Metropolitan Region, Faculty of Education, Monash University, Melbourne Vic Australia, pp. 1-23.

Riley, P.J., 2009, Multiperspectival leadership: 'The vision thing', parallax error and using cases for alignment and enlightenment, Leading Professional Learning: Willing to Lead, vol other, Department of Education and Early Childhood Development, Melbourne Vic Australia, pp. 110-111.

Riley, P.J., 2009, School Review Report: Prepared for Rokewood Primary School Grampians Region, Faculty of Education, Monash University, pp. 1-19.

Riley, P.J., 2009, School Review Report: Prepared for Taylors Lakes Primary School Western Metropolitan Region, Faculty of Education, Monash University, pp. 1-20.

Riley, P.J., 2009, School Review Report: Prepared for Ultima Primary School Loddon Mallee Region, Faculty of Education, Monash University, pp. 1-17.

Riley, P.J., 2009, School Review Report: Prepared for Woorinen District Primary School Loddon Mallee Region, Faculty of Education, Monash University, pp. 1-19.

Riley, P.J., 2008, School Review Report: Prepared for Lismore Primary School Barwon South-West Region, Faculty of Education, Monash University, pp. 1-18.

Riley, P.J., 2008, School Review Report: Prepared for Mt Blowhard Primary School Grampians Region, Faculty of Education, Monash University, pp. 1-17.

Beatty, B.R., Riley, P.J., 2008, Willing to Lead - Human Leadership: Developing People, Department of Education and Early Childhood Development (School Workforce Reform Division), Melbourne, Australia, pp. 1-79.

Grants

Title:
Mentoring Matters.
Investigators:
Riley, P
Funding:
(2012 - 2016). Queensland Education Leadership Institute (QELi) Limited.
Title:
Mentoring matters: Training Mentors for Victorian Government School Leaders.
Investigators:
Riley, P
Funding:
(2008 - 2012). Department of Education and Early Childhood Development.
Title:
Places in a Master in School Leadership Course.
Investigators:
Riley, P
Funding:
(2010 - 2014). Department of Education and Early Childhood Development.
Title:
Preventing and managing extreme and challenging behaviour - professional learning for specialist schools.
Investigators:
Moore, D, Anderson, A, Reupert, A, Riley, P, Sharma, U
Funding:
(2012 - 2017). Department of Education & Early Childhood Development VIC.
Title:
Provision of Mental Health Professional Learning Program: Intervention, Research and Evaluation.
Investigators:
Reupert, A, Deppeler, J, Riley, P, Maybery, D, Sharma, U, Snow, P, Hasking, P
Funding:
(2012 - 2016). Department of Education and Early Childhood Development.
Title:
Provision of School Review Services for Victorian Government Schools.
Investigators:
Forsyth, A, Corrigan, D, Cairns, L, Loughran, J, Tudball, E, Riley, P
Funding:
(2005 - 2009). Department of Education & Early Childhood Development VIC.
Title:
Improved student outcomes through positive classroom management.
Investigators:
Riley, P, Lewis, R, Gallant, A
Funding:
(2011 - 2015). Department of Education & Early Childhood Development VIC.

Postgraduate Research Supervisions

Current Supervision

Program of Study:
(DOCTORATE BY RESEARCH).
Thesis Title:
"There but for the grace of God go I": Empathy enhancement education for primary aged students.
Supervisors:
Riley, P (Main).
Program of Study:
(DOCTORATE BY RESEARCH).
Thesis Title:
An investigation into risk and resilience factors and corresponding coping styles in Aust Principals.
Supervisors:
Riley, P (Main), Reupert, A (Associate).
Program of Study:
(MASTER'S BY RESEARCH).
Thesis Title:
Collaboration between schools at the post-compulsory level.
Supervisors:
Riley, P (Main).
Program of Study:
(MASTER'S BY RESEARCH).
Thesis Title:
Developing a sustainable system for the improved utilisation of knowledge.
Supervisors:
Cairns, L (Main), Riley, P (Associate).
Program of Study:
(DOCTORATE BY RESEARCH).
Thesis Title:
Ethical implications of prospective professionals' behaviour towards developing a professional (virtual) identity..
Supervisors:
Richardson, P (Joint-co), Watt, H (Joint), Riley, P (Associate).
Program of Study:
(DOCTORATE BY RESEARCH).
Thesis Title:
Policy prospection and foresight in the public sector..
Supervisors:
Allix, N (Joint), Riley, P (Joint-co).

Completed Supervision

Student:
Bowling, B.
Program of Study:
How do novice leaders develop expertise and leadership capacity? A narrative study of four novice educational leaders working in a Victorian government secondary school. (Masters) 2011.
Supervisors:
Riley, P (Main).