How Do Teachers Spend Their Time? Reporting Findings from a National Survey of Educators in District, Charter, and Private Schools

Autor/in	McShane, Michael Q.
Institution	EdChoice
Titel	How Do Teachers Spend Their Time? Reporting Findings from a National Survey of Educators in District, Charter, and Private Schools
Quelle	(2022), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	National Surveys; Charter Schools; Lesson Plans; Time Management; Teacher Attitudes; Faculty Workload; Teacher Surveys; In Person Learning; Educational Improvement; Discipline; Student Behavior; Grading; School Districts; Private Schools; Public Schools; Behavior Problems; Classroom Techniques; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Lesson planning; Unterrichtsplanung; Zeitmanagement; Lehrerverhalten; Teaching improvement; Unterrichtsentwicklung; Disziplin; Student behaviour; Schülerverhalten; Notengebung; Schulnote; School district; Schulbezirk; Private school; Privatschule; Public school; Öffentliche Schule; Klassenführung
Abstract	The purpose of the report was to understand Teachers' time practices in the classroom and analyze how they spend their time. The report is based on survey results (administered via Qualtrics) in partnership with Hanover Research. The survey was conducted in February of 2022 and surveyed only teachers (part time and full time) who taught in classrooms (N=686). The most popular use of classroom time was direct, whole-class instruction. Eighty-one percent of surveyed teachers said they provided it during their most recent school week. Of those teachers, 44 percent spent more than 5 hours per week engaged in whole class instruction, and fewer than one in ten spent less than one hour. More than half the teachers reported they had their class interrupted by a student discipline issue. Individual planning time, perhaps unsurprisingly, was the most popular result, with the most time reportedly devoted to it, with 73 percent of teachers saying they engaged in it in the previous day and 63 percent of those teachers indicating they spent at least 30 minutes planning individually during the previous day. The teachers in our sample identified several areas for improvement. For a majority of teachers, student discipline issues cause classroom interruptions. For a substantial minority of teachers, student discipline issues suck up enormous amounts of time that should be spent preparing lessons, delivering them, and then grading. (As Provided).
Anmerkungen	EdChoice. 111 Monument Circle Suite 2650, Indianapolis, IN 46204. Tel: 317-681-0745; e-mail: info@edchoice.org; Web site: http://www.edchoice.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01