The Management of Teachers' Non-Directed Time in a Secondary School

Autor/in	Holmes, Beth
Titel	The Management of Teachers' Non-Directed Time in a Secondary School
Quelle	In: Management in Education, 31 (2017) 1, S.39-42 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-0206
DOI	10.1177/0892020616685287
Schlagwörter	Secondary School Teachers; Time Management; Teacher Motivation; Teacher Morale; Case Studies; Semi Structured Interviews; Questionnaires; Teacher Attitudes; Administrator Attitudes; Merit Pay; Incentives; Faculty Workload; Stress Variables; Stress Management; Leadership Styles; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Zeitmanagement; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Case study; Fallstudie; Case Study; Fragebogen; Lehrerverhalten; Leistungszulage; Anreiz; Stressmanagement; Stressbewältigung; Führungsstil; Ausland
Abstract	This article describes a study which investigated the motivations behind why teachers dedicate non-directed time to school-related tasks and the extent to which managers understand and harness these motivations. Data were collected through three case studies within one secondary school. Three heads of department (HoDs) and three teachers were interviewed, and questionnaires were given to all the teachers in the three departments. A questionnaire was developed using ideas from the voluntary sector with the premise that teachers give their time out of their "own free will". This was used to assess what motivates teachers to dedicate their non-directed time to school-focused tasks and the attitudes of their managers towards this. A common finding from all case studies was that teachers are motivated by the idea that they are "doing it for the students". At the same time, it was reported that "motivators" such as performance-related pay had little effect on teachers' motivation to dedicate their non-directed time to school-focused activities but could increase teachers' work pressure and stress. The implications for educational managers from this research is that an understanding of teachers' motivation is imperative if they are to be managed well, especially in terms of the monitoring of non-directed time, and that a reduction of pressure from extrinsic motivators may be of benefit to teachers' well-being and job satisfaction. One way in which this could be achieved is through a more collaborative style of management and shared departmental goals. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01