Teacher workforce and careers
Publication Date
10-2017
Subjects
Teacher workload, Primary school teachers, Principal role, Surveys, Teacher aides, Teacher stress, Secondary school teachers, Principals, Tasmania
Abstract
The Australian Council for Educational Research (ACER) conducted an online survey of members on behalf of the Tasmanian Branch of the Australian Education Union (AEU). The survey, which was open to teachers, school leaders (principals and assistant principals) and education support staff working in Tasmanian government schools and offices, was available to the majority of members of the Union in August 2017, and remained open for four weeks during Term 3. The survey was based on one conducted for the Victorian branch of the AEU in 2016. The survey of the work of union members in Tasmanian government schools focussed on the hours of work by school staff, staff perceptions of their work, and the relationship between work practices and the quality of teaching. More than 3000 teachers, school leaders and education support staff completed the survey, a response rate of 60%.
Recommended Citation
Rothman, S., Ingvarson, L. C., Weldon, P. R., Radloff, A., & Matthews, D. (2017). A Study of Work Practices in Tasmanian Government Schools: Final report to the Australian Education Union – Tasmanian Branch. Australian Council for Educational Research. https://research.acer.edu.au/workforce/6
Copyright Statement
Copyright Australian Education Union — Tasmanian Branch (2017).
This work is copyright. Apart from any use permitted under the Copyright Act 1968, no part may be reproduced by any process, nor may any other exclusive right be exercised, without the permission of the Australian Education Union, Tasmanian Branch
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research
ISBN
978-1-74-286533-1
Geographic Subject
Tasmania
Included in
Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Teacher Education and Professional Development Commons
Comments
This study was commissioned by the Australian Education Union – Tasmanian Branch. ACER gratefully acknowledges the assistance and support of the Union in conducting the study, particularly the contributions of Harriet Binet.