Curtin University Homepage
  • Library
  • Help
    • Admin

    espace - Curtin’s institutional repository

    JavaScript is disabled for your browser. Some features of this site may not work without it.
    View Item 
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item
    • espace Home
    • espace
    • Curtin Research Publications
    • View Item

    Understanding Work in Schools: The Foundations of Teaching and Learning

    Access Status
    Fulltext not available
    Authors
    McGrath-Champ, S.
    Wilson, R.
    Stacey, M.
    Fitzgerald, Scott
    Date
    2018
    Type
    Report
    
    Metadata
    Show full item record
    Citation
    McGrath-Champ, S. and Wilson, R. and Stacey, M. and Fitzgerald, S. 2018. Understanding Work in Schools: The Foundations of Teaching and Learning, Understanding Work in Schools: The Foundation for Teaching and Learning - 2018 Report to the NSW Teachers Federation, Curtin University of Technology, School of Management.
    School
    School of Management
    URI
    http://hdl.handle.net/20.500.11937/71410
    Collection
    • Curtin Research Publications
    Abstract

    Despite new and encroaching requirements relating to administration and accountability, teachers in schools retain their primary focus on matters directly related to working with students in teaching and learning. This accounts for the bulk of the daily work that they do. Yet there is also evidence that many teachers are struggling to preserve this student focus in the face of the new work activities that impose additional hours, work demands and personal burdens upon them. All Teachers, Head Teachers, Assistant Principals, Deputy Principals, Principals and Consultants highly value tasks which are perceived to be directly related to their teaching and to students’ learning, identifying planning and teaching lessons; meeting students’ learning needs; and communicating with students about their learning, lives and wellbeing as some of their most important work. However, they do not value administrative work which is impinging on this core focus, and is experienced as time consuming, cumbersome and concerned with compliance. This includes work associated with accreditation requirements; the collection, analysis and reporting of data; and compliance with state policies. There has been significant growth in overall hours, with 87 percent of survey respondents reporting an increase over the past five years since the implementation of devolved schooling through the Local Schools, Local Decisions policy. Classroom teachers most commonly report working upwards of 50 hours per week, which places teachers’ work in the category of ‘very long’ working hours.

    Related items

    Showing items related by title, author, creator and subject.

    • Professional development in HIV prevention education for teachers using flexible learning and tutor support
      Jackson, Glenda Joy (2004)
      HIV prevention programs in schools are acknowledged as one of the best prospects for controlling the world HIV epidemic. Epidemiological evidence indicates that deaths world-wide from AIDS are yet to peak. Although HIV ...
    • Professional development: a study of secondary teachers' experiences and perspectives.
      Scott, Shelleyann (2002)
      This research was undertaken to explore professional development in Western Australia secondary schools from the perspective of the classroom teacher. A study that bridged quantitative and qualitative methodology, it drew ...
    • Educational practice and learning environments in rural and urban lower secondary science classrooms in Kalimantan Selatan, Indonesia
      Wahyudi, (2004)
      This study investigated the educational practices and learning outcomes in rural and urban lower secondary school science classrooms of Kalimantan Selatan, Indonesia. Guided by six research questions, this study focused ...
    Advanced search

    Browse

    Communities & CollectionsIssue DateAuthorTitleSubjectDocument TypeThis CollectionIssue DateAuthorTitleSubjectDocument Type

    My Account

    Admin

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Follow Curtin

    • 
    • 
    • 
    • 
    • 

    CRICOS Provider Code: 00301JABN: 99 143 842 569TEQSA: PRV12158

    Copyright | Disclaimer | Privacy statement | Accessibility

    Curtin would like to pay respect to the Aboriginal and Torres Strait Islander members of our community by acknowledging the traditional owners of the land on which the Perth campus is located, the Whadjuk people of the Nyungar Nation; and on our Kalgoorlie campus, the Wongutha people of the North-Eastern Goldfields.