How a constant sense of threat feeds teacher workload

I don’t often get cross these days: after all, I’ve been retired for over a year. Nonetheless, on Wednesday I was stirred to ire by the findings of the 15-year research project by University College London (UCL), which revealed that one in four teachers works more than 60 hours a week. Tes reports.

Great teaching and consequent workload are about more than hours. While many great teachers establish a fantastic rapport with their pupils within the teaching timetable, more do it beyond the 21 hours’ weekly contact time cited by Mary Bousted. They do it through extra one-to-one help at lunchtime or after school. They work wonders with and for children through sportmusicdrama or outdoor education. 

Writing as a former teacher and head who worked, I’d say with hindsight, excessive hours for 40 years, I’ll nonetheless risk censure by suggesting that the problem of teacher workload lies less in hours (within reason) than in its nature and intensity, above all in excessive accountability and consequent record-keeping, the constant sense of threat and surveillance, inadequate resourcing and support, over-large classes, unremitting pressure to perform, and lack of appreciation. 

Read the full article How a constant sense of threat feeds teacher workload 

Do you agree? Please tell us your thoughts in comments or via Twitter ~ Tamsin


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