Abstract
In an era in which schools are expected to achieve more for their students, many teachers remain frustrated by the increasing results-driven demands made on them. A facet of teacher work life in which many feel disempowered is addressed in this study—the regular infringement of outside intrusions into the classroom learning environment A stratified random selection of teachers in the Canadian Province of Saskatchewan was surveyed regarding their experiences and feelings about such time-consuming episodes. This study was designed to provide supplementary data to an earlier investigation into the nature and frequency of externally imposed classroom interruptions by attempting to ascertain their perceived impact. The results dramatically illuminate the extent of the problem as well as the array of teacher perceptions of and reactions to it.
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