Expectations, teachers' work and an era of flexibility: tensions for staff, school leaders and management

Forde, C. , O'Brien, J. P. and Patrick, F. (2016) Expectations, teachers' work and an era of flexibility: tensions for staff, school leaders and management. In: Martin, C. and Smith, H. (eds.) Mental Health and Well-Being in the Learning and Teaching Environment. Swan and Horn: London. ISBN 9781909675025

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Publisher's URL: http://www.swanandhorn.co.uk/mental-health-and-well-being/4592025095


The issue of the workload, increased demands and the incidence of stress among teachers are key concerns for schools leaders who have to manage staff effectively to ensure good quality pupil learning experiences. Policy developments in Scotland with regard the teaching profession since the Teachers' Agreement (SE 2001) have underlined the primary role of teachers in teaching and learning but this was to be enhanced through a clear commitment to continuing professional development and contributions to the wider development agenda of the school. Alongside this has been increased expectations regarding pupil learning. The reformed curriculum, Curriculum for Excellence (SE 2004, 2006) emphasizes the need for schools to ensure achievement of all pupils but also be concerned for the holistic development and wider well-being of all pupils. School leaders are faced with considerable challenges as they seek to ensure that these increased expectations on schools are being realised and at the same time in their management of teachers must exercise a duty of care towards their well-being. In addition, school leaders need to be able to balance their own workload and not to succumb to the all-consuming demands of headship that Gronn (2003) reported on. This chapter draws from research conducted in Scotland over the last eight years to consider issues related to managing workloads, firstly, from a study of teachers' working time (Menter et al., 2006) and secondly from a study of the experiences of headship, (MacBeath et al., 2009). These studies provide different perspectives: that of teachers and that of school leaders.

Item Type:Book Sections
Keywords:teacher work, teacher health and well being, professionalism
Glasgow Author(s) Enlighten ID:Forde, Prof Christine and Patrick, Dr Fiona and O'Brien, Professor James Paul
Authors: Forde, C., O'Brien, J. P., and Patrick, F.
Subjects:L Education > L Education (General)
College/School:College of Social Sciences > School of Education > Interdisciplinary Science Education Technologies and Learning
College of Social Sciences > School of Education > Professional Learning and Leadership
College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
Research Group:Professional Learning and Leadership
Publisher:Swan and Horn

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