Triage in Teaching: The Nature and Impact of Workload in Schools

Autor/inn/en	Stacey, Meghan; Wilson, Rachel; McGrath-Champ, Susan
Titel	Triage in Teaching: The Nature and Impact of Workload in Schools
Quelle	In: Asia Pacific Journal of Education, 42 (2022) 4, S.772-785 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stacey, Meghan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2020.1777938
Schlagwörter	Teaching Load; Teaching Conditions; Work Environment; Teacher Attitudes; Public Education; Educational Policy; Foreign Countries; Accountability; Work Attitudes; Faculty Workload; Elementary Secondary Education; Compliance (Legal); Recordkeeping; Teacher Effectiveness; Audits (Verification); Australia + Suchen Sie Ihr Suchwort? Lehrdeputat; Lehrbedingungen; Unterrichtsbedingungen; Arbeitsmilieu; Lehrerverhalten; Öffentliche Erziehung; Politics of education; Bildungspolitik; Ausland; Verantwortung; Work attitude; Arbeitshaltung; Leistungsnachweis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Australien
Abstract	The work of teachers is often understood primarily in relation to student learning rather than as a form of labour for the worker in question. While such a focus is understandable, it can fail to recognize the relationship between conditions of work and the character or nature of that work. In this article, we engage with the issue of teachers' work and workload, presenting interview data from 31 teachers across the state of NSW, Australia. Locating these data within a devolved public education policy context, we argue that increased accountability primarily through paperwork and reporting requirements are operating to re-shape and re-define what it means to be a teacher, and what teachers "do". Such demands are reported to have created a substantial workload increase across the board in our sample, leading to a perceived need for teachers to undertake "triage" in their work, leaving some -- if not all -- activities ultimately incomplete. We explore these tensions in the data and raise questions about the forms of labour teachers currently undertake in schools; why they do so; and whether such work is either desirable or sustainable. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01