Teacher attributions of workload increase in public sector schools: Reflections on change and policy development

Stacey, M; McGrath-Champ, S; Wilson, R

Teacher attributions of workload increase in public sector schools: Reflections on change and policy development

Stacey, M McGrath-Champ, S Wilson, R

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Publisher:: SPRINGER
Publication Type:: Journal Article
Citation:: Journal of Educational Change, 2023, 24, (4), pp. 971-993
Issue Date:: 2023-11-01

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Field	Value	Language
dc.contributor.author	Stacey, M
dc.contributor.author	McGrath-Champ, S
dc.contributor.author	Wilson, R https://orcid.org/0000-0002-2550-1253
dc.date.accessioned	2024-03-09T20:02:54Z
dc.date.available	2024-03-09T20:02:54Z
dc.date.issued	2023-11-01
dc.identifier.citation	Journal of Educational Change, 2023, 24, (4), pp. 971-993
dc.identifier.issn	1389-2843
dc.identifier.issn	1573-1812
dc.identifier.uri	http://hdl.handle.net/10453/176404
dc.description.abstract	In education systems around the globe influenced by neoliberalism, teachers commonly experience reforms which emphasise local responsibility and accountability. Teachers additionally work within what has been described as an era of social acceleration and associated “fast policy”, with a perceived increase in the pace of reform. In this article, we present data drawn from a large (N = 18,234) survey of Australian public-school teachers’ work. Analysis of both quantitative and qualitative reports indicates a widespread teacher perception of workload increase from 2013 to 2017, and the attribution of such increase to the introduction of policy initiatives including, but not limited to, school autonomy reform. Our findings have implications for education policy in Australia and beyond, with an erosion of teacher trust suggesting the need for more sustainable and consultative forms of “slow democracy” in education policy.
dc.language	English
dc.publisher	SPRINGER
dc.relation.ispartof	Journal of Educational Change
dc.relation.isbasedon	10.1007/s10833-022-09476-0
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1303 Specialist Studies in Education
dc.subject.classification	Education
dc.subject.classification	3902 Education policy, sociology and philosophy
dc.subject.classification	3903 Education systems
dc.subject.classification	3904 Specialist studies in education
dc.title	Teacher attributions of workload increase in public sector schools: Reflections on change and policy development
dc.type	Journal Article
utslib.citation.volume	24
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Business
pubs.organisational-group	University of Technology Sydney/Faculty of Business/Management Discipline
utslib.copyright.status	closed_access	*
dc.date.updated	2024-03-09T20:02:50Z
pubs.issue	4
pubs.publication-status	Published
pubs.volume	24
utslib.citation.issue	4

Abstract:

In education systems around the globe influenced by neoliberalism, teachers commonly experience reforms which emphasise local responsibility and accountability. Teachers additionally work within what has been described as an era of social acceleration and associated “fast policy”, with a perceived increase in the pace of reform. In this article, we present data drawn from a large (N = 18,234) survey of Australian public-school teachers’ work. Analysis of both quantitative and qualitative reports indicates a widespread teacher perception of workload increase from 2013 to 2017, and the attribution of such increase to the introduction of policy initiatives including, but not limited to, school autonomy reform. Our findings have implications for education policy in Australia and beyond, with an erosion of teacher trust suggesting the need for more sustainable and consultative forms of “slow democracy” in education policy.

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http://hdl.handle.net/10453/176404