Teaching and Time Poverty

Greg Thompson is a Professor of Education Research at Queensland University of Technology (QUT), Australia. His research focuses on educational theory, education policy and the philosophy/sociology of education assessment, accountability and measurement.Anna Hogan is an ARC DECRA Research Fellow in the School of Teacher Education and Leadership, Queensland University of Technology (QUT), Australia. Her research interests broadly focus on education policy and practice.

• Time Poverty in Teachers’ Work1. Why Policy Struggles to Respond to the Crisis of Teachers’ Time Poverty2. Performative-Accountability and Time-Poverty3. The Job Quality of Britain’s Teachers Before and After the Pandemic4. Time, Gearing, and Impoverished Welfare in Primary Schools: How an Overheated Public sector Enrols Teachers in Toxic Social Debt5. Embodied Time Poverty: A New Conceptualisation of Principals’ Experiences of Work Intensification, Workload, and Work Complexity6. Core or Non-core task? Four Types of School Leaders’ Approaches to Communication Management7. Secondary Teachers’ Timetables, Time Poverty and Attrition8. Dissecting the Effects of Workload and Work Intensification on Teacher Job Satisfaction: A Time-Diary Approach to Teachers’ Working Time Allocation9. Boundary Work as an Interpretative Framework for Understanding Time Poverty: Contestations over Legitimacy and Identity in Teachers’ Work10. Professional Time and Teacher Autonomy: Lessons from the COVID-19 Pandemic11. The Time Poor Teacher: Understanding the Intensity of Decision-Making12. Marking and Time Poverty: A Case Study of a Workload Reduction Initiative in an English Primary SchoolBeyond Workload

‘The editors have assembled a stellar line-up of contributors, who, together explore every aspect of this cutting-edge topic. Combining research and practice, this will be an indispensable text for all readers.’ – Brian A. Martin, University of East London, UK; Past President, UCAP