British teachers’ declining job quality

Evidence from the Skills and Employment Survey

Dados Bibliográficos

ID21511129
AutoresFrancis Green (0000-0002-6786-5012, LLAKES Centre, UCL Institute of Education, London, UK, autor correspondente)
Ano2021
Volume47
Fascículo3
Páginas386-403
Data de publicação2021-05-04
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoOxford Review of Education (JOURNAL)
Identificadores do periódicoISSN: 0305-4985 • E-ISSN: 1465-3915
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03054985.2020.1847719
OpenAlexW3121275998
IdiomaEN
Citações recebidas10
Referências citadas24

I analyse trends in teachers’ job quality in Britain, using the framework of the European Foundation for Living and Working Conditions, with data from the British Skills and Employment Survey. The issue of increasing concern is not work hours, which have remained long but stable; rather, teachers are working considerably more intensively than in earlier years. Moreover, their task discretion, their participation in work organisation and their training have declined. Their working time has also become less flexible. While the chances of promotion have increased since 1992, wages fell after 2006. Three indicators of teachers’ work-related well-being – Warr’s scales of Enthusiasm and Contentment, and the frequency of end-of-day exhaustion – have worsened since 2006. The changes in job quality account in part for the changes in well-being. Poor job quality is potentially important for understanding the problem of declining teacher retention

Contentment · Demographic economics · Discretion · Economic growth · Economics · Enthusiasm · Fell · Geography · Labour economics · Political science · Unemployment · Employment and Welfare Studies · Psychology · Social Psychology · Teacher Professional Development and Motivation · Workaholism, burnout, and well-being