Workloads, Achievement and Stress: Two Follow-Up Studies of Teacher Time in Key Stage 1.

Autor/inn/en	Campbell, R. J.; und weitere
Institution	Warwick Univ., Coventry (England). Policy Analysis Unit.
Titel	Workloads, Achievement and Stress: Two Follow-Up Studies of Teacher Time in Key Stage 1.
Quelle	(1991), (97 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	British National Curriculum; Educational Legislation; Educational Policy; Elementary Education; Elementary School Teachers; Employee Attitudes; Followup Studies; Foreign Countries; Interviews; Job Satisfaction; Student Evaluation; Surveys; Teacher Attitudes; Teaching Load; Time Management; Work Attitudes; Working Hours; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Arbeitnehmerinteresse; Follow-up studies; Kontaktstudium; Ausland; Interviewing; Interviewtechnik; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Schulnote; Studentische Bewertung; Survey; Umfrage; Befragung; Lehrerverhalten; Lehrdeputat; Zeitmanagement; Work attitude; Arbeitshaltung; Hours of work; Arbeitszeit
Abstract	The first of two follow-up studies, involving 53 infant teachers in England and Wales, was conducted to monitor changes in the workloads of teachers as the national curriculum and assessment were brought in following ministerial promises to reduce the burdens imposed on teachers by the implementation of the national curriculum. Data were collected by questionnaire and time sheets on teachers' use of time, and by interviews with a subsample of the teachers to obtain their perceptions of and feelings about the impact of the Education Reform Act of 1988 on their working lives. The study gathered data on: time on work overall and by subcategories, differences between Year 2 teachers and others, and time spent on different activities. Interviews focused on attitudes toward the national curriculum, workloads, pressure in the school day, and the reduction of pleasure in teaching. The study showed that: (1) 72 percent of the teachers thought that the time they were spending on work in 1991 was more than in 1990; (2) lack of time was the most serious obstacle to teachers' implementation of the national curriculum and assessment; (3) teachers thought it was reasonable for them to work about 8 extra hours per week, but they were working about 22 extra hours per week; and (4) teachers' overload was not restricted to the period in which the national assessments were administered, but was typical of other time periods as well. Policy issues raised by the research findings are discussed. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC