Abstract
This study of full-time teachers in the further education (FE) sector in England was carried out in 1998. Initially the author interviewed the Personnel Manager of a large FE college about the recent implementation of a job evaluation scheme. A preliminary study interviewed seven teachers about what they had done for work the previous day, and asked them to record what they did on the working day after the interview. Replies were used to construct a questionnaire, which was distributed to staff in two FE colleges. The responses were used to further develop the questionnaire, which was then distributed in two more colleges. Interviews were also carried out. The data was analysed in terms of range of tasks, duties and their frequency. The data provided a detailed description of the job we call ‘FE teaching’ and demonstrated the wide range of tasks undertaken in the role. It is suggested that many of the skills needed to be successful in the job are assumed to have been achieved in earlier working life. It is argued that higher-level skills needed for success are not easily accounted for in generic job evaluation schemes.
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