British Teachers' Declining Job Quality: Evidence from the Skills and Employment Survey

Autor/in	Green, Francis
Titel	British Teachers' Declining Job Quality: Evidence from the Skills and Employment Survey
Quelle	In: Oxford Review of Education, 47 (2021) 3, S.386-403 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Green, Francis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2020.1847719
Schlagwörter	Trend Analysis; Teaching Conditions; Work Environment; Teacher Attitudes; Job Satisfaction; Working Hours; Well Being; Teacher Burnout; Teacher Salaries; Teaching (Occupation); Teacher Persistence; Faculty Mobility; Career Change; Educational Trends; Foreign Countries; National Surveys; United Kingdom + Suchen Sie Ihr Suchwort? Trendanalyse; Lehrbedingungen; Unterrichtsbedingungen; Arbeitsmilieu; Lehrerverhalten; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Hours of work; Arbeitszeit; Well-being; Wellness; Wohlbefinden; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lehrerbesoldung; Lehrervergütung; Teaching; Lehrberuf; Career changes; Berufswechsel; Bildungsentwicklung; Ausland; Großbritannien
Abstract	I analyse trends in teachers' job quality in Britain, using the framework of the European Foundation for Living and Working Conditions, with data from the British Skills and Employment Survey. The issue of increasing concern is not work hours, which have remained long but stable; rather, teachers are working considerably more intensively than in earlier years. Moreover, their task discretion, their participation in work organisation and their training have declined. Their working time has also become less flexible. While the chances of promotion have increased since 1992, wages fell after 2006. Three indicators of teachers' work-related well-being -- Warr's scales of Enthusiasm and Contentment, and the frequency of end-of-day exhaustion -- have worsened since 2006. The changes in job quality account in part for the changes in well-being. Poor job quality is potentially important for understanding the problem of declining teacher retention. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01