Under ‘Constant Bombardment’: Work Intensification and the Teachers' Role

Williamson, John; Myhill, Marion

doi:10.1007/978-1-4020-8186-6_3

Cited by 17 publications

(15 citation statements)

References 1 publication

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“…Williamson and Myhill (2008) have indicated that work intensification is a general trend in workplaces across the developed world, and that "the education sector is not immune or protected" (p. 25). Work intensification involves a simultaneous increase in both the volume of one's workload and the complexity of the tasks, duties, activities, and actions that comprise one's work (Alberta Teachers' Association, 2012;Allan, O'Donnell, & Peetz, 1999;Green, 2004;.…”

Section: Work Intensificationmentioning

confidence: 99%

“…In addition to increased reliance on information and communication technology (ICT) and e-mail, these factors include market-based pressures such as international comparisons or student outcomes, increased levels of student diversity, accountability policies and mechanisms, and the implementation and ongoing management of a number of initiatives (DiPaola & Tschannen-Moran, 2003;Galton & MacBeath, 2002;Gurr, 2000Gurr, , 2004Leithwood, 2001;Leithwood, Steinbach, & Jantzi, 2002;Shields, 2010;Volante, 2012;Williamson & Myhill, 2008;Ryan, 2006).…”

Section: Factors Intensifying Principals' Workmentioning

confidence: 99%

“…While the several different factors listed above are at least partially responsible for the intensification of principals' and other educators' work, other evidence hints that ICT, such as e-mail, enables the amplification and escalation of intensification pressures (Alberta Teachers' Association, 2012;Ballet & Kelchtermans, 2009;Galton & MacBeath, 2002;Hvidston, Hvidston, Range, & Harbour, 2013;Williamson & Myhill, 2008). For example, the Alberta Teachers' Association found that technology "speeds up the pace of work, exacerbates work intensification, and blurs the boundaries between work and home life" (Alberta Teachers' Association, 2012, p. 17).…”

Section: Ict As a Factor Intensifying Principals' Workmentioning

confidence: 99%

See 2 more Smart Citations

The Use of E-mail and Principals’ Work: A Double-Edged Sword

Pollock

Hauseman

2018

Leadership and Policy in Schools

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Section: Work Intensificationmentioning

confidence: 99%

Section: Factors Intensifying Principals' Workmentioning

confidence: 99%

Section: Ict As a Factor Intensifying Principals' Workmentioning

confidence: 99%

See 1 more Smart Citation

The Use of E-mail and Principals’ Work: A Double-Edged Sword

Pollock

Hauseman

2018

Leadership and Policy in Schools

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“…In such cases a 'top-down' organisational professionalism is in tension with more collegial occupational professionalism (Evetts, 2009). However, this latter occupational professionalism, emerging from teachers' own commitment to students and their needs, can itself operate as an internally driven pressure on their work and strengthen processes of intensification (Ballet and Kelchtermans, 2008;Williamson and Myhill, 2008).…”

Section: Work Intensification and The Teaching Labour Processmentioning

confidence: 99%

Intensification of teachers’ work under devolution: A ‘tsunami’ of paperwork

Fitzgerald

McGrath‐Champ

Stacey

et al. 2018

Journal of Industrial Relations

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Australian public school teachers work some of the longest weekly hours among Organisation for Economic Co-operation and Development countries, particularly in the state of New South Wales where average hours are officially in, or near, the statistical category of ‘very long working hours’. These reports of a high workload have occurred alongside recent policy moves that seek to devolve responsibility for schooling, augmenting teacher and school-level accountability. This article explores changes in work demands experienced by New South Wales teachers. As part of a larger project on schools as workplaces, we examine teaching professionals’ views through interviews with teacher union representatives. Consistent with a model of work intensification, workload increases were almost universally reported, primarily in relation to ‘paperwork’ requirements. However, differences in the nature of intensification were evident when data were disaggregated according to socio-educational advantage, level of schooling (primary or secondary) and location. The distinct patterns of work intensification that emerge reflect each school’s relative advantage or disadvantage within the school marketplace, influenced by broader neoliberal reforms occurring within the state and nation.

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“…The roles teachers play in schools have been redefined, and the teachers' work-lives have been reshaped in ways that are unhealthy in terms of workload allocations. The number of school activities undertaken by Tasmanian teachers has changed [17,19). New areas of school needs have multiplied, and the teachers work has been intensified [20).…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Factors affecting school activities of teachers in Tasmania

Ngwenya

2010

2010 4th International Conference on Distance Learning and Education

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School teachers perform several tasks at school and out of school. These tasks are defined by the ever-changing roles and nature of teachers' work. It is important to examine, therefore, the factors that affect the number of activities undertaken by teachers. These factors are identified by fitting a simple linear Ordinary Least Squares (OLS) regression model to time diary data. The results of OLS estimation suggest that teacher characteristics and school factors are reasonable determinants of the number of activities undertaken by school teachers in Tasmania. The results are significant in contributing to an understanding of teachers' general time-use, workloads, and the impact of education reform on teachers' work lives.

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Under ‘Constant Bombardment’: Work Intensification and the Teachers' Role

Cited by 17 publications

References 1 publication

The Use of E-mail and Principals’ Work: A Double-Edged Sword

The Use of E-mail and Principals’ Work: A Double-Edged Sword

Intensification of teachers’ work under devolution: A ‘tsunami’ of paperwork

Factors affecting school activities of teachers in Tasmania

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