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• W289359004 abstract "A sample of 348 secondary teachers in England and Wales kept a week's record of their work and completed a questionnaire on time usage. survey indicated that the total mean time spent on work and work-related activities was 54.4 hours per week. Of this, teachers spent 16.9 hours on teaching, 12.9 hours on preparation, 18.1 hours in administration, 5.3 hours in professional development, and 4.1 hours on other activities. study concluded with five general findings: (1) there are at least two, very different kinds of workload, involving management and teaching; (2) the match between teachers' academic background and their current teaching duties was determined to be poor for 18 percent of teachers based on objective definitions and for 40 percent of teachers based on teachers' evaluations of their academic background; (3) the more hours teachers thought it reasonable for them to be expected to work in nondirected time, the more time they actually spent; (4) there was no significant difference in the amount of time spent on work overall by men and women teachers; and (5) only 6 percent of teachers saw themselves as having responsibility for delivery of the national curriculum. Relevant policy issues are discussed. (Contains approximately 40 references.) (JDD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** UNIVERSITY OF WARWICK POLICY ANALYSIS UNIT PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). THE USE AND MANAGEMENT OF SECONDARY TEACHERS' TIME AFTER JAM EDUCATION REFORM ACT 1988 A paper prepared for the Policy Analysis Unit Seminar at the Universityeof Warwick on FRIDAY, 26TH JUNE 1992 R. J. Campbell S. R. St.J. Neill BEST COPY AVAILABLE 2 U.S. DEPARTMENT OF EDUCATION Office of Educational Researcn and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (EFill.` C' This document has been reproduced as received from the person c,r organizatiOn originating a C Minor changes nave been made to improve reproduction Quality Points of view or ocrinions staled in this docu menI do not necessarily represent official OE RI position or pONCy THE WORK OF TEACHERS : A COMPARATIVE PERSPECTIVE A recent report (International Labour Organisation 1991) on the work of teachers in both developing and industrialised societies, argued that teaching as work was determined largely as a function of two variables : hours of work in and out of school, and class size. A previous report (International Labour Organisation 1981) had pointed out the tendency of governments to under-estimate teachers' workload and the intensity of teaching. 1991 report rehearsed the changing nature of teaching as new demands are placed upon the schools. These included designing and implementing curriculum reforms, introducing new forms of assessment: and engaging in Inservice training for up-dating of skills. More broadly, teachers were being expected to impart understanding of, and positive attitudes towards, the world of work and other countries. New technology and new teaching methods were also required, and special programmes for multiculturalism, integration of children of migrant workers, and mainstreaming children with special educational needs were tasks facing most contemporary There was an accelerating trend for moral and social responsibilities previously exercised by parents, churches and local communities to be transferred to schools, with consequent changes in the teachers' role. Summarising the impact of these changes on teachers' work in over 40 countries the report noted: The main trends in hours worked over the past decade are defined by a number of common features. First, though. the numbers of actual teaching hours in . contact with students has remained static, or even decreased slightly in most countries .... the overall workload of teachers appears to have increased. main growth areas of work are administrative duties to conform to additional rules and regulations, and the attention devoted to unruly pupils. Secondly, work in the evenings and on weekends remains a steady, though irregular, component of teachers' working time .... Thirdly, stress and time pressures increasingly characterise the working day of most teachers. (ILO 1991, pp.84-86)" @default.
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• W289359004 title "The Use and Management of Secondary Teachers' Time after the Education Reform Act 1988." @default.
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