Current and Predicted Staffing Patterns in Post-Primary Schools: The Perception and Experience of School Principals

Autor/inn/en	Gray, Colette; Behan, Sarah
Titel	Current and Predicted Staffing Patterns in Post-Primary Schools: The Perception and Experience of School Principals
Quelle	In: Oxford Review of Education, 31 (2005) 3, S.443-458 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
Schlagwörter	Foreign Countries; Administrator Attitudes; Principals; Teacher Shortage; Secondary Schools; Teacher Recruitment; Educational Policy; Teacher Qualifications; Ireland; United Kingdom (Northern Ireland) + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Lehrermangel; Sekundarschule; Lehrerrekrutierung; Politics of education; Bildungspolitik; Lehrqualifikation; Irland
Abstract	Evidence suggests that teacher shortages in Western Society, largely attributable to social and economic change, are threatening the future of school education in many developed economies. Questions concerning the subject areas affected and the impact teacher shortages have on schools and on pupil learning are topics of mounting speculation. In contrast to the increasing body of research undertaken to explore these issues in other parts of the UK, much less is known about staffing patterns in post-primary schools in Northern Ireland. This paper seeks to inform the debate and to present findings from the perceptions and experiences of 136 post-primary school principals. Results suggest that most principals have experienced recruitment difficulties in a range of subjects; those most frequently cited include the sciences, particularly physics, mathematics, technology and design, home economics and ICT. Principals believe that staff shortages not only have a negative impact on teaching and learning but are also set to increase. This paper discusses these findings and argues the need for intervention and a change in government policy to break this self-perpetuating cycle. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10