Thirteen Hundred and Thirty Days. A Pilot Study of Teacher Time in Key Stage 1. Final Report.

Autor/inn/en	Campbell, R. J.; Neill, S. St. J.
Institution	Warwick Univ., Coventry (England). Policy Analysis Unit.
Titel	Thirteen Hundred and Thirty Days. A Pilot Study of Teacher Time in Key Stage 1. Final Report.
Quelle	(1990), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	British National Curriculum; Educational Policy; Elementary Education; Elementary School Teachers; Employee Attitudes; Foreign Countries; Surveys; Teacher Attitudes; Teaching Load; Time Management; Work Attitudes; Work Environment; Working Hours; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Arbeitnehmerinteresse; Ausland; Survey; Umfrage; Befragung; Lehrerverhalten; Lehrdeputat; Zeitmanagement; Work attitude; Arbeitshaltung; Arbeitsmilieu; Hours of work; Arbeitszeit
Abstract	Ninety-five teachers in Key Stage 1 in England and Wales completed a questionnaire and records of time spent on work over a period of 14 consecutive days, resulting in detailed records of 1,330 days of teachers' time. The data are analyzed in terms of overall time spent on work; time distribution; and time spent specifically on teaching, preparation, administration, inservice training, and other activities. The range of time spent overall was considerable, with the lowest being equivalent to a working week of over 38 hours and the highest being equivalent to nearly 73 hours a week. The average was 49 hours 35 minutes. Overall, teachers spent 35 percent of their time teaching, 31 percent in preparation, 29 percent in administrative activities, 18 percent in inservice training, and 6 percent in other activities. Implications for education policy are discussed, focusing on conditions of work and activity-led staffing, the delivery of the national curriculum, the use of teachers' time, and issues in conceptualizing teacher time at work. Appendices contain the form used for recording teacher time, a copy of the time survey questionnaire, and statistical data from the study. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC