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Intensification, Extension and Complexity of Teachers' Workload


Easthope, C and Easthope, G, Intensification, Extension and Complexity of Teachers' Workload, British Journal of Sociology of Education, 21, (1) pp. 43-58. ISSN 0142-5692 (2000) [Refereed Article]

DOI: doi:10.1080/01425690095153


Teachers in Tasmania, Australia, gave accounts of their experience of increased workload in the 10 years between 1984 and 1994. They reported working longer hours, teaching more students and having increased professional, pastoral and administrative duties. The reasons for this increased workload include: (1) less money being spent on education; (2) changes in student assessment from a norm basis to a criterion basis; (3) a change in the administrative structure within the state colleges in which most respondents teach; (4) a change in the student population. The result, they reported, was that their workload was both increased and extended (intensified), leading to a much more complex workplace. Significantly, complexity was also produced by the attempt of teachers to maintain their professional commitment while adapting to the economic rationalist policies of administrators. However, loss of teachers through redundancy, stress and a move to part-time work has meant that those teachers remaining have had to rationalise their work and reduce their professional commitment.

Item Details

Item Type:Refereed Article
Research Division:Human Society
Research Group:Sociology
Research Field:Social change
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Easthope, G (Dr Gary Easthope)
ID Code:19452
Year Published:2000
Web of Science® Times Cited:65
Deposited By:Sociology and Social Work
Deposited On:2000-08-01
Last Modified:2001-05-09

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