Teachers' Perceptions of Classroom Competencies over a Decade of Change

Abstract

A study of four teacher samples, surveyed between 1991 and 1998, has investigated similarities and differences in teaching styles, classroom behaviours and reactions to changes between teachers nominated by their students as in uential on study decisions and non-nominated classroom teachers. Differences and similarities in response of teachers over a decade marked by signi cant changes in policy and practice have also been examined, especially with regard to the con ict between economic rationalist/instrumental and humanistic/ affective ideologies evident in education which has intensi ed in recent years. Similarities between the 'exemplary' and broadly representative classroom teachers in terms of classroom ideals, constructs of teaching competencies and teaching styles are observed, along with the persisting commitment to student-centred repertoires, despite external organisational pressures. Complex responses to change are noted, including a slight reduction in stress of most recent teacher cohorts over the period, with a continuing high level of work ful lment. Changes and Challenges in Teachers' WorkTeachers argue that their work has been radically reconceptualised over the last decade by policy makers and planners. The increasing work loads, complexity of organisational tasks, cutbacks in resourcing and work intensi cation for teachers (Hargreaves, 1988(Hargreaves, , 1990(Hargreaves, , 1992 lead to con ict, stress and, in some school contexts, high teacher turnover. Teachers still remain focused on their classroom role and on the teaching/learning relationship at a time when increasing family breakdown, social and economic change and the uncertainties of the 'risk' society have made more and more children in schools 'casualties of change' (Eckersley, 1988(Eckersley, , 1995 and the demands upon the teacher for caring, supportiveness and pastoral care are greater than ever. These represent discursive positions which are often inconsistent and sometimes in con ict. As governments cut back public funding and try to link education ever more closely to the needs of industry and competition of global markets, education becomes increasingly 'results driven' and 'evaluation focuses exclusively on outcomes that are observable and measurable' (Barlow & Robertson, 1994, p. 213). All of this requires more testing, more accountability, more surveillance and more paperwork-in the interests of being more cost-effective.Societal changes appear to emphasise the role of teachers as resource managers, as IT specialists, as marketing experts of the education commodity, and as producers of knowledge in the knowledge industry (Barlow & Robertson, 1994)-all very time consuming. By contrast teachers feel they have to invest more time and energy on student problems, humanistic goals and behaviour management. Teachers thus often feel torn between what they want to do, and believe they were recruited and trained to