Part-Time Teaching and Flexible Working in Secondary Schools

Autor/inn/en	Sharp, Caroline; Smith, Robert; Worth, Jack; Van den Brande, Jens
Institution	National Foundation for Educational Research (NFER) (United Kingdom)
Titel	Part-Time Teaching and Flexible Working in Secondary Schools
Quelle	(2019), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9110-3988-4
Schlagwörter	Secondary School Teachers; Part Time Faculty; Working Hours; School Schedules; Faculty Mobility; Teacher Persistence; Teacher Recruitment; Well Being; Costs; Educational Benefits; Teacher Supply and Demand; Barriers; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Hours of work; Arbeitszeit; Schulzeiteinteilung; Lehrerrekrutierung; Well-being; Wellness; Wohlbefinden; Cost; Kosten; Bildungsertrag; Lehrerbedarf; Ausland
Abstract	Ensuring there are enough high-quality teachers in England's schools is crucial for delivering a first-class education for young people. Attracting and retaining enough secondary teachers is a key challenge facing school leaders today. Providing more opportunities for part-time and flexible working may provide part of the answer. This NFER research investigated the demand for part-time and flexible working, the barriers for secondary school leaders and how these can be overcome. It comprised an analysis of national data, survey questions and interviews with school leaders. Key findings are: (1) Part-time and flexible working is strongly influenced by the extent to which senior leaders take a proactive approach to encouraging different working patterns. This can include being systematic about asking for annual submissions to change working patterns, checking these with timetables and staffing forecasts, and then negotiating further with staff, who also need to be flexible around their requests; (2) Around one in six secondary school teachers would like to reduce their hours and could afford to do so. While it is unlikely that all of these teachers would actually reduce their hours if given the opportunity, the finding is consistent with NFER's previous research that illustrated a significant number of teachers who leave the state sector, do so to take up part-time positions elsewhere; (3) The main barriers for school leaders are: ensuring continuity for pupils and timetabling; the constraints on flexible working patterns other than part-time working; communication issues; and the additional costs involved; and (4) The main benefits are: increased teacher retention and recruitment; improved staff wellbeing; ability to retain specialist expertise and curriculum breadth; and an opportunity to reduce staff costs (by reducing the total number of teaching hours required). [Support for this report was provided by the Association for School and College Leaders (ASCL).] (As Provided).
Anmerkungen	National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01