When did workload become the policy problem? Analysing Australian teacher workforce surveys (1963–2023)

The authors for the above-referenced article should have been listed as Maria Teresa Tatto and Sharon Senk, with Glenn Rowley and Ray Peck. The biographies for Glenn Rowley and Ray Peck are provided below. Glenn Rowley is Principal Research Fellow at the Australian Council for Educational Research (ACER) and Co-Director of the Teacher Education and Development Study in Mathematics (TEDS-M), with responsibility for statistical analysis and measurement aspects of the project. At ACER, he is involved in a range of projects, with a focus on psychometrics and the design and analysis of surveys. He is currently Editor of the Australian Journal of Education and was previously Associate Editor of the Journal of Educational Measurement. Ray Peck is a Senior Research Fellow at the Australian Council for Educational Research (ACER) and Co-Director of the Teacher Education and Development Study in Mathematics (TEDS-M), with responsibility for the development of the mathematics knowledge items for the primary future teachers in the study. Ray has taught mathematics in schools for many years. At ACER, he leads the mathematics assessment team and is a member of the Council of the Mathematical Association of Victoria.

What happens in schools can have a great and lasting impact on the future wellbeing and outcomes for young people. Schools therefore play an important role in supporting students’ engagement and wellbeing. These elaborations are intended to support the work of schools by providing further specificity about the practices in each of the nine domains of the School Improvement Tool (previously National School Improvement Tool) that optimise student engagement and wellbeing and, in turn, impact on achievement. Commissioned by the Queensland Department of Education, the elaborations provide an evidence-based framework to guide practice by teachers, school leaders and education systems in ensuring equitable outcomes for all students, particularly those most at-risk of disengagement, or for whom there are wellbeing concerns. The elaborations have been developed directly from the research evidence on student engagement and wellbeing by the Australian Council for Educational Research and refined in consultation with key stakeholders.

Background: Research on autistic employment has often focused on quantitative indicators such as employment rates and type of employment. Recently, researchers are documenting employment experiences; however there is only minimal research on autistic teachers’ experiences, and most of this work was conducted in the United Kingdom. We sought to understand the perspectives of autistic teachers in the United States (US) on their employment experiences.Methods: We conducted interviews with eight employed, licensed autistic teachers working in US schools. We asked teachers about their work experiences including whether they were satisfied with their employment, barriers they faced, and strengths they brought as autistic teachers. Interview transcripts were analyzed using reflexive thematic analysis.Results: Our analysis generated four themes. First, we found that participants perceived a general disrespect toward the teaching profession; such attitudes may have specific negative impacts on autistic teachers and their ability to enact teacher agency. Second, participants expressed that their unique contributions to supporting neurodivergent and other students were often circumvented by neuro-normative expectations, which manifested in a lack of empathy from non-autistic colleagues and school leaders. Third, our participants reported that non-autistic colleagues participated in disability discourses that reflected ableist assumptions and a lack of knowledge about autism, which led to fears about disclosing their autistic identities. Fourth, some participants reported positive changes in their work experiences, when other school professionals and leaders were willing to be supportive.Conclusion: The perspectives of our autistic teacher participants reflect hope for cultural changes that would allow for them to thrive in the teacher workforce. However, there is much work to do to enact these changes; non-autistic teachers and school leaders need to be aware that they have autistic colleagues and make specific efforts to accommodate their needs and resist ableist assumptions about autistic teachers’ potential contributions to the profession.

Background: Research on autistic employment has often focused on quantitative indicators such as employment rates and type of employment. Currently, there is only minimal research on autistic teachers’ experiences, and most of this work was conducted in the United Kingdom. We sought to understand the perspectives of autistic teachers in the United States on their employment experiences. Methods: We conducted interviews with eight employed, licensed-diagnosed or self-identified autistic teachers working in U.S. schools. We asked teachers about their work experiences, including whether they were satisfied with their employment, barriers they faced, and strengths they brought as autistic teachers. Interview transcripts were analyzed using reflexive thematic analysis. Results: Our analysis generated four themes. First, we found that participants perceived a general disrespect toward the teaching profession; such attitudes may have specific negative impacts on autistic teachers and their ability to enact teacher agency. Second, participants expressed that their unique contributions to supporting neurodivergent and other students were often circumvented by neuro-normative expectations, which manifested in a lack of empathy from non-autistic colleagues and school leaders. Third, our participants reported that non-autistic colleagues participated in disability discourses that reflected ableist assumptions and a lack of knowledge about autism, which led to fears about disclosing their autistic identities. Fourth, some participants reported positive changes in their work experiences, when other school professionals and leaders were willing to be supportive. Conclusion: The perspectives of our autistic teacher participants reflect hope for cultural changes that would allow for them to thrive in the teacher workforce. However, there is much work to do to enact these changes; non-autistic teachers and school leaders need to be aware that they have autistic colleagues and make specific efforts to accommodate their needs and resist ableist assumptions about autistic teachers’ potential contributions to the profession.

This report considers the role of lower-level qualifications (Certificate I and II) in Australia's national vocational education and training system. It was prepared for the former Australian Workforce and Productivity Agency by the Centre for the Economics of Education and Training (CEET), Faculty of Education, Monash University in collaboration with the Australian Council for Educational Research (ACER). The report includes a review of the research literature, analyses of relevant data and policy documents and accounts of the views of industry skill councils (ISC) and state training authorities (STA) gathered by questionnaire and consultations for the purposes of this report.

Emotional Labor theory of Hochschild, 1983 and Grandey, (2002, 2015 & 2017) provided as basis of current research that gives the regulation of emotions at workplace categorized the main two dimensions of EL as Surface Acting (SA) and Deep Acting level of the school leaders. Self developed Emotional Labor Measurement Scale for School Leaders (ELMS-SL) was used to measure the EL level of the public sector school leaders. Multi stage sampling technique was used to select the sample of 376 (male=194, 52% and females=182, 48%) school leaders working in public sector secondary schools of 19 district of Punjab province. The core objective of the research was to measure the EL level and contribution of demographic variables (gender, mode of job induction, marital status and work experience) towards the emotional regulation status through suppression of emotions and modification of feeling. To measure the EL level of public sector school leaders, data were analyzed by using descriptive statistics, as well as t-tests, and ANOVA tests. The results revealed that public sector school leaders are practicing emotional labor. EL practices between male and female were significant difference, whereas mode of induction, marital status and job experience were found non-significant differences on EL.Key words: Emotional Labor, Surface Acting, Deep Acting, School Leaders, Demographic variables

This study examines the contribution of school leaders' practices to students' academic achievement in nine-year basic education (9YBE) Schools. Specifically, the study sought to identify some practices school leaders used to enhance their student's academic performance in the 9YBE schools, to assess how these school leaders' practices contribute to their student's academic performance, and finally to find out the main challenges faced by different school leaders in enhancing their students' academic performance in the nine years basic education (9YBE) schools and to recommend areas for improvement in the future. Key theories include instructional leadership, which focuses on promoting teaching and learning, and transformational leadership, which emphasizes inspiring and motivating teachers and staff towards a shared vision. This study was conducted using a descriptive survey design. The target audience included two (2) 9YBE schools, one sector education officer, 25 teachers, and 307 students aware of the impact of school leaders' practices on their students' academic achievement. The purposive sampling technique was utilized to choose a sample of twenty (20) instructors, two (2) school leaders, one sector education officer (SEO), and 30 pupils. Data was collected using questionnaires, focus group discussions with teachers and students, and an interview schedule for school administrators and SEO. The researcher used the pilot study to establish the reliability of the instruments, and the supervisor discovered the validity. The investigation produced results that necessitated both qualitative and quantitative analysis. The qualitative data was presented narratively, while the quantitative data was evaluated using Statistical Packages for Social Sciences (SPSS). The findings were presented using figures and tables. The survey's findings revealed that numerous techniques employed by school leaders to improve their students' academic performance formed a clear vision of academic achievement, as reported by 61.11% of teachers and 51.17% of students who participated in the study. Furthermore, school leaders may employ additional strategies to improve their students' academic achievement, such as creating a welcoming environment, encouraging leadership in others, and improving education. The findings demonstrate the impact of school leaders' practices on students' academic performance, as reported by respondent students (96.55%) and instructors (100%). This study uncovers many issues experienced by many school leaders, including poor English language proficiency among teachers and students, a terrible living environment for teachers, low teacher salaries, overloaded instructors, and poor time management for teachers and students. This study indicated that school leaders' practices can favorably impact their students’ academic success. This study suggests that the Ministry of Education, through the National Examination and School Inspection Authority, develop appropriate monitoring and assessment methods for school leaders' practices to improve Rwandan students' academic performance in nine-year basic education (9YBE) schools. Furthermore, school administrators, teachers, and students should make coordinated efforts to develop their English language as a medium of teaching and learning.

Based on the analysis of research literature and empirical data, the study aims to identify significant factors affecting school leadership practices in Latvia. In addition to studies of scientific literature, the authors used qualitative research methods – in-depth interviews with 7 school leadership teams of the same municipality and expert focus group discussion to describe the influencing factors that are relevenat in the context of Latvia. As a result of the study, the authors identified that school leaders’ work experience, beliefs and mental models, social skills and impact of the external parties have an influence on their practices.

Background: This study addresses the fast developing behavioural issue of cyberbullying in schools and its complex legal context.Purpose: This study set out to investigate teachers’ perceptions of the extent of cyberbullying and the extent to which school leaders in Northern Ireland and the Republic of Ireland feel knowledgeable and confident about dealing with cyberbullying problems in school. The study also examined the legal responsibility that schools in Northern Ireland and the Republic of Ireland have in dealing with incidents of cyberbullying.Sample: The sample comprised 14 headteachers and senior teachers from primary and post-primary schools (focus groups), and a further 143 school headteachers in Northern Ireland and the Republic of Ireland who responded to the postal questionnaire.Design and Methods: The sample was stratified according to geographical location, school management type and school size. The study had qualitative and quantitative elements. Focus group discussions were held in Northern Ireland and the Republic of Ireland involving experienced primary and post-primary teachers and headteachers. Questionnaires were sent to primary and post-primary school headteachers (n = 143 completed: response rate = 28.6%). Data were analysed to provide a descriptive overview of knowledge and attitudes as well as the experiences of staff working in schools in both jurisdictions.Results: The study indicates that school leaders in both Northern Ireland and the Republic of Ireland reported a level of frustration in their attempts to deal with the growing and very complex problem of cyberbullying. They expressed a desire for more guidance from their respective government departments of education. Analysis of data suggests that confusion surrounding the legal responsibilities of schools was common in both jurisdictions. Findings indicate that rather than relying on evidence-based strategies and procedures proposed by government, school leaders were resorting to ad hoc solutions, at best consulting neighbouring schools, while trying to unravel intricate webs of interpersonal online aggressive acts, many of which had taken place outside of school and outside-of-school hours.Conclusion: Recommendations are made in relation to the development and dissemination of training and resources for schools in both jurisdictions. In describing the challenges faced by school leaders in dealing with cyberbullying, this study highlights, more generally, the need for the development of guidance and professional support frameworks to help educators manage the problems that are presented by this complex and evolving social phenomenon.

PurposeThis study aims to explore virtual leadership work within educational settings in the light of social disruption. In 2020, a global pandemic changed the way we work. For school leaders, that involved running a virtual school overnight. Although there is a stream of research that explores leadership in solely virtual communities, there is a gap in the literature regarding practices that transition from analog to virtual practices and the changes in leadership in those types of work practices.Design/methodology/approachThe data gathering method constitutes a questionnaire to explore school leaders’ experiences of virtual work and virtual leadership in light of social disruption. One hundred and five Swedish school leaders answered the questionnaire covering both fixed and open questions.FindingsThe results show that school leaders’ general experiences of transition to virtual school have worked relatively well. We show how the work changes and shift the focus in the virtual workplace.Originality/valueThe author’s contributions include theorizing about leadership affordances in virtual schools and providing implications for practice. The authors summarize our main contribution in five affordances that characterize virtual leadership, including a focus on core activities, trust-based government, 1:1 communication with staff, structure and clarity and active outreach activities. The results could be interesting for understanding the radical digitalization of leadership in the digital workplace.

This article reports on teachers’ experience of working during the Covid-19 pandemic. The analysis is based on a thematic analysis of group interviews with 76 teachers working throughout the Swedish school system, i.e., preschools, primary, secondary school, and municipal adult education. The interviews were conducted during autumn 2021. Conceptualizing teaching and working during the pandemic as a breakdown of infrastructures, the article focuses on how teachers talk about changes in institutional, social, technological, and pedagogical aspects of teaching and learning. The results show that changes in institutional aspects mainly concern teachers’ communication with colleagues, custodians, and school leadership. Social and pedagogical aspects are emphasized, while technological aspects are not as prominent in the teachers’ accounts. Commonly taken-for-granted aspects are brought to the fore, and their importance for teaching and learning has implications for the new normal and for what is of importance when creating future infrastructures for teaching and learning.

Analyses of policy documents and interviews with three Norwegian politicians revealed differences in how school leaders were described, positioned and ascribed responsibility in Norwegian education policy between 1990 and 2017. While how politicians positioned school leaders changed substantially during the period, a stable trait was vague descriptions of school leaders’ responsibility. In 1990, school leaders were envisioned in a managerial position, above teachers, as employers. A more recent White Paper, from 2017, positioned school leaders closer to the teaching profession. The interviews showed that after the PISA-shock in 2001, politicians united across party lines in a 'new regime of understanding', downplaying traditional conflicts between Norwegian politicians. While Parliamentary politicians rhetorically disagreed, there was, underneath the policy discourse, a growing realpolitik consensus in questions of education policy. The study investigates policy descriptions of school leaders after 1990, when Management by Objectives was introduced in education. To position Norway in the international policy context, we draw on Stephen Ball’s concepts fabrication, managerialism, magical solutions and neoliberal performativity. Three periods, with simultaneously appearing residual and emerging tendencies were identified. In conclusion, we question an apparent lack of ambitions for school leadership in Norwegian education policy. The article contributes with new insights into education policy fluctations.

The evidence shows that student learning is influenced by school principals and their leadership teams. In Chile, however, school leaders' practices present some weaknesses. Based on a survey of 500 principals of subsidized schools, this study analyzes the training and work experience of school principals prior to their first job in this role. Graduate training programs as well as previous experience in schools with some leadership responsibilities are key opportunities to develop skills and knowledge to yield effective leadership. Nonetheless, the results show that before becoming principals, one out of four did not attend specialized graduate programs or have some type of leadership role in schools. Furthermore, only 13% of the school principals were highly prepared for the role, with both specialized education and prior work experience. These results highlight the challenge of advancing policies that improve principals' specialized training as well as the need of articulation between educational leadership policies and other educational policies. The objective is to generate policies that will improve specialized leadership training and promote the importance of prior leadership experiences in schools, to yield effective school leadership practices.

While research has documented the framing effects of performance data on decision-making, little is known about the impact of data visualizations on performance gaming. We propose that performance information portraying prosocial impact reduces gaming if the information is episodic and visualizes benefits for clients in need. We also theorize about expert-novice differences and suggest that performance information is less influential among experts. We conduct an experiment with samples of citizens (novices) and school leaders (experts) in which subjects must decide whether they are willing to omit poorly performing students when calculating school-wide performance scores. We find that school leaders game less than citizens, and that the former are less responsive to episodic information cues than the latter. However, information becomes more influential if it can capture school leaders’ attention and if leaders have little work experience. More broadly, our findings suggest being cautious with generalizations across groups of data users.

1. IntroductionThe basic concepts of sufficiency economy will lead to self-reliance education that based on the principles of Thai life styles. By depending on the aim of this sufficiency economy, it will channel the Thai people for their holistic development. Therefore the implementation of the sufficiency economy should become guidelines for school management. This mentioned concept is known as 'The philosophy of sufficiency economy'. The ninth and tenth National Economic and Social Development Plans (2002-2011) have included the sufficiency economy which was granted by His Majesty the King since 1974 as guideline philosophy for governing and developing the country. Owing to the major emphasis is on 'moderation', applying the philosophy of sufficiency economy will lead the country to overcome the economic crisis and further stabling the system. Additionally, it will help to improve quality of the society with sustainability under the rapid changing of globalization. The people will become more considerate of economic well being, reasonableness and keep up to the changing world.One of the important components that complementing integrated management is the learning organization that focusing on team learning and the development of learning leadership. This team learning would encompass the transfer of knowledge as well as the exchange of experiences and skills among the personnel. Therefore it would lead to the continuity in organizational development that assists the organization being able to keep up the momentum to change and being competitiveness. The establishment of leaning organization will create the system for the personnel learn to work effectively and efficiently. At the moment the personnel being able to transfer their working experience into learning process and gain some understanding, their readiness to cope with the change will be established. This approach will provide the opportunities for the team grows by gaining the empowerment. This will motivate personnel to be initiative and innovative. Consequently, the philosophy of sufficiency economy will lead to strong and self-reliance organization when facing competitiveness situations (Senge, 1994).The main principle of the integrated management model is the benefits of the customers. The key factor that included specifically in the mentioned model is the leaders' management style. Therefore, the school leaders need to take the full responsibilities and play their specified roles to ensure that all the tasks can be achieved from the beginning stage until the end stage of accomplishment. In other word, they have to utilize their leadership skills, meaning to say that they must react fast, their actions are based on good information, thus they must have their own opinion, good team work complemented with the monitoring and evaluation teams. Under the integrated management model, strategic approach is employed along the administrative work. There are four key supporting factors that need to consider by the leaders in order to accomplish the task. The key supporting factors are update data for decision making, specify main strategies and sub-strategies, management with good governance and follow and evaluate in management work continuously (Thuan Thongkaew, 2010).2. Problem Statement:The current school management needs to be developed continuously under the assisting changing society and thus identify an appropriate model as reference. Due to the school as a prime teaching and learning organization under the administration of the school director, therefore the school leaders have to develop their capabilities in every aspect in order to successfully managing the schools in the rapid changing world whereby the changing situation are encompassing all aspects, namely materials, society and environment.At present, there are some problems specifically faced by the small school which have their students' enrollment below 120, reported by the Office of National Primary Education Commission (1996). …