“I just want to teach” Queensland independent school teachers and their workload

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Title “I just want to teach” Queensland independent school teachers and their workload
Author Timms, Carolyn May; Graham, Deborah; Cottrell, David
Journal Name Journal of Educational Administration
Year Published 2007
Place of publication United Kingdom
Publisher Emerald Group Publishing Ltd.
Abstract Purpose – The present study seeks to elucidate observed mismatches with workload in teacher respondents to a survey exploring aspects of the work environment. Design/methodology/approach – This phase of the study constituted a pen and paper survey of 298 currently serving teachers in independent schools in Queensland, Australia. Measures used in the research included the Areas of Worklife Survey (AWLS), which identifies matches or mismatches between the worker and organization on six areas of worklife, the Oldenburg Burnout Inventory (OLBI), and the Utrecht Work Engagement Scale (UWES). Findings – One sample t-tests revealed respondents reported significantly higher matches in the control, community, fairness and values areas of work life than previously surveyed populations, whereas they reported no difference in reward, and significantly more mismatch with workload. Respondents reported significantly higher levels than previously established norms on the OLBI dimension of exhaustion, but similar levels of disengagement. Responses to the UWES revealed significantly higher dedication and absorption and lower vigor than previously established norms. In addition, respondents reported working long hours in order to fulfill all obligations. Expansion of the quantitative data with respondent comments indicated that teachers working independent schools in Queensland have reached a level of workload that is unsustainable and which constitutes a serious risk to their mental and physical health. Originality/value – This article pinpoints the many reasons why demands made on teachers have extended to a level which is making their work unsustainable and will be of interest to those involved in the teaching profession.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1108/09578230710778204
Volume 45
Issue Number 5
Page from 569
Page to 586
ISSN 0957-8234
Date Accessioned 2010-03-23
Date Available 2010-08-13T07:24:31Z
Language en_AU
Research Centre Griffith Health Institute
Faculty Griffith Health Faculty
Subject Specialist Studies in Education
URI http://hdl.handle.net/10072/33438
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1x

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