Teachers, fixed-term contracts and school leadership: Toeing the line and jumping through hoops
MetadataShow full item record
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
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.
Showing items related by title, author, creator and subject.
McGrath-Champ, Susan; Fitzgerald, Scott ; Gavin, Mihalja; Stacey, Meghan; Wilson, Rachel (2021)This article analyses the commodification of professional labour and union responses to these processes within the employment heartland. It explores the category of fixed-contract or ‘temporary’ employment using Australian ...
Educational practice and learning environments in rural and urban lower secondary science classrooms in Kalimantan Selatan, IndonesiaWahyudi, (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 ...
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 ...