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    Teachers, fixed-term contracts and school leadership: Toeing the line and jumping through hoops

    83088.pdf (359.8Kb)
    Access Status
    Open access
    Authors
    Stacey, Meghan
    Fitzgerald, Scott
    Wilson, Rachel
    McGrath-Champ, Susan
    Gavin, Mihajla
    Date
    2021
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Stacey, M. and Fitzgerald, S. and Wilson, R. and McGrath-Champ, S. and Gavin, M. 2021. Teachers, fixed-term contracts and school leadership: Toeing the line and jumping through hoops. Journal of Educational Administration and History.
    Source Title
    Journal of Educational Administration and History
    DOI
    10.1080/00220620.2021.1906633
    Faculty
    Faculty of Business and Law
    School
    School of Management and Marketing
    Remarks

    This is an accepted manuscript of an article published by Taylor & Francis in Journal of Educational Administration and History on 29/03/2021 available online at http://www.tandfonline.com/10.1080/00220620.2021.1906633

    URI
    http://hdl.handle.net/20.500.11937/83106
    Collection
    • Curtin Research Publications
    Abstract

    Fixed-term contracts are a relatively recent, yet growing category of employment for teachers in the public school system in New South Wales (NSW), Australia. In this article, we draw on quantitative and qualitative data from a large state-wide survey (N = 18,234) of members of the public-school teacher union, the NSW Teachers’ Federation, in order to explore the workload reports of teachers in temporary employment. We find that overall, these teachers report similar levels of workload to staff employed on a permanent basis. Experiences of work are, however, qualitatively different, with many in the temporary category feeling they must work harder than permanent teachers in order to ‘prove themselves’ to school executive. We argue that such experiences of precariousness may have particular ‘scarring’ effects for teachers in temporary employment, including gendered patterns of career progression, and discuss implications for leadership and policy.

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