By Jim Campbell, S. R. St. J. Neill

The 1st a part of this e-book charts and analyses the operating days of 326 basic tuition lecturers. It indicates how they spent their operating lives, the character of the curriculum they taught, and analyses their paintings into 5 major different types: educating, guidance, management, expert improvement and different actions. the second one half reviews at the findings through pertaining to them to problems with college administration and curriculum manageability and appears at how the belief of `conscientiousness' between basic institution academics can have result in their exploitation.

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Additional info for Primary Teachers at Work (The Teaching as Work Project)

Sample text

These categories were teaching, preparation, administration, professional development, and other activities. The data are presented both for time spent in hours per week on each main category, for all four samples, and the proportions of time spent on them, expressed as a percentage of the total time on work. Detailed discussion of each main category is undertaken in later chapters. At this stage we would make the following four points briefly. First, in this table, as is frequently the case in other tables in the book, the total time on an overall category (here, total time on work) is smaller than the sum of the sub-categories.

Such cultural differences seem to exist in other occupations. e. from having nothing better to do than fill in time with work; short hours, from a commitment to a full and active social and intellectual life unconnected with work. In teachers’ conferences where our research has been discussed, we have found headteachers loading very strong positive value onto teachers’ spending large amounts of their own time on work. Some have said that they would expect teachers to work up to 70 hours a week, or would not discourage them from doing so.

For example, very few teachers said their workload had diminished since the previous year, and any response from a small group such as this would be likely to reflect personal and idiosyncratic characteristics. Two other types of analysis were used less frequently. First we cross-tabulated responses from the questionnaires (for example, age and whether a permanent post is held). Here we have used the chi-square test to assess whether or not permanent posts were evenly distributed, or whether young (or alternatively old) 37 CHARACTERISTICS OF THE TEACHERS teachers were significantly more likely to have a temporary post.

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