Teaching and Time Poverty

Understanding Workload and Work Intensification in Schools

Inbunden, Engelska, 2024

Av Greg Thompson, Anna Hogan, Australia) Thompson, Greg (Queensland University of Technology, Australia) Hogan, Anna (Queensland University of Technology

2 789 kr

Beställningsvara. Skickas inom 10-15 vardagar

Fri frakt för medlemmar vid köp för minst 249 kr.

As teacher shortages reach a global crisis point, this book explores how time poverty has become a critical factor in the working lives of teachers and school leaders. Arguing that we need to move away from framing the problem of teachers’ work as simply workload, this book suggests that understanding time poverty is the first step in moving toward more manageable working lives.The book brings together international perspectives on teacher time poverty, drawing on theoretical and empirical work to underscore the growing complexity of teachers’ work and how this impacts job satisfaction, stress and feeling that there is never enough time to accomplish all that needs to be done. Many policy solutions misdiagnose the problems of teachers’ work, simply suggesting it is an issue of workload. The chapters investigate issues of work intensification, finding that teachers are not only working longer, but also working harder as they manage more complex classrooms and policy mandates.This book is essential reading for those interested in understanding how current education policy both produces time poverty and could better identify and respond to the complexities of teachers’ work.

Produktinformation

Utgivningsdatum2024-12-04
Mått156 x 234 x 18 mm
Vikt453 g
FormatInbunden
SpråkEngelska
Antal sidor242
FörlagTaylor & Francis Ltd
ISBN9781032591698

Tillhör följande kategorier

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