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Supply of faculty teachers to individual high schools within the A.C.T. Schools' Authority, over the period 1983-1984 : an analysis of needs satisfactionMcKinnon, Gregory Colin, n/a January 1985 (has links)
This dissertation investigates the supply of
and demand for High School teachers, working in
prescribed faculty areas in Government schools in the
A.C.T., over the period from January 1983 to July
1984, for all new temporary teachers appointed to the
Service.
Statistical details of vacancies for assistant
teachers, in the 12 defined faculties of this study, were
obtained from the Assistant Principals (Staffing) of the
17 A.C.T. High Schools, as well as from records
maintained by the Staffing Officers of the A.C.T. Schools
Office.
The levels of High School teacher demand, for
the period under investigation, are compared with similar
statistics obtained for previous years in the A.C.T., as
well with other Australian and international figures on
teacher supply and demand. Through these comparisons,
suggestions are made regarding emerging trends of teacher
shortage, in particular faculty areas. Historical
parallels are presented to supplement these arguments
and to give underlying reasons for the projections that
are made.
The potential supply of faculty teachers over
the period is investigated through an analysis of
teacher faculty waiting lists. Numbers from these
lists are compared with the actual demand statistics
previously collected and a potential supply to vacancy
ratio collected for each faculty area.
A major part of the study is the construction
of supply satisfaction indices, under the headings of:
"Overall Satisfaction, Teaching Skills, Academic
Qualifications, Other Requirements and Recruitment".
These indices were derived from Likert type rating scales
completed by the Assistant Principals, in respect of
each of the 397 temporary teachers employed.
After obtaining an average rating in each faculty,
for the five measures of satisfaction, as determined by
the Assistant Principals, observations are made as to how
closely these indices match the corresponding potential
supply indices.
Particular emphasis is placed on the comparisons
between the recruitment satisfaction index (i.e. - how
quickly recruitment was expedited) and the potential
supply ratio for each faculty. Reasons are advanced for
any significant differences detected, and the overall
findings interpreted in terms of possible future trends.
The study concludes with an analysis of
factors affecting the market for teachers. Recommendations
are made for future planning that may offset problems
which were detected in the A.C.T. market for High School
teachers.
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Maintaining teacher morale in amalgamating schools : factors which have a positive effect on teacher morale & factors which have a negative effect on teacher moralePaul, Anne, n/a January 1998 (has links)
This study arose out of an experience with an amalgamation of two high
schools in the ACT in the early 1990s. The amalgamation process took two and
a half years from the time the decision was made to close one of the schools
until the new school was consolidated on one site. The change processes
impacted on many areas of teachers' work and this, combined with the
emotional aspects of being in a school which was closing, flagged teacher
morale as an issue requiring attention.
The study involved seeking responses to a questionnaire and interviewing
teachers involved in the amalgamation. The interview data was then grouped
by issue and the responses from teachers analysed and compared with related
research literature.
Research indicated that leadership style and effectiveness impacts most
heavily on the morale of teachers undergoing major change such as school
closure/amalgamation. This was substantiated by this study. The decision, by
the principal, to close both schools and create a new school, retaining aspects
of the culture of the original schools was clearly favoured over the alternative
suggestion, by the ACT Government, of the swift closure method and the
absorption of students into an existing school. The outward signs of a new
school; name; logo; uniform; the involvement of the community, the degree of
shared decision-making, the refurbishment of the buildings, the new curriculum
and associated policies and the management of resources were found to
contribute positively to teacher morale.
A lack of consultation prior to announcing the closure decision, a failure to
acknowledge the need of some teachers to grieve for the loss of their school
and a lack of activities to mark the final days of the schools involved have been
identified as having the greatest negative effect on teacher morale in this study.
Maintenance and effective use of the buildings vacated by a closing school has
also been raised as an issue affecting the morale of the teachers from that
school.
This study has implications for future school closures or amalgamations from
the points of view of maintaining of the morale of teachers, and also that of
students
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The teacher's voice : appraisal, development, and implications for professional identity : responses to teacher review and development plans in ACT secondary schools, 1990-1999Hopkins, Phillip, n/a January 2004 (has links)
This research explores the responses of eleven teachers, drawn from teaching, managerial,
policy, and union levels, to their involvement in the development and implementation of
Teacher Review and Development (TRAD) and Individual Development Plans (IDP).
Through a case study methodology that uses a phenomenological approach, this research
found that TRAD and IDP had little credibility as tools of teacher development or appraisal
for teachers because of a range of complexities that included the politicisation of the
processes, a lack of financial and resource support, and varied quality control measures.
The research elicited a list of criteria for successful design and development of appraisal
processes. These are detailed in Chapter Five of the thesis. They are rigorous monitoring and
modelling of the processes, clear goals with stated end dates and recognition for involvement,
appraisal that is integrated in existing work practices and based on shared understandings of
work value, the provision of resources and time targeted at the appraisal process, a
commitment to identifying and acting on inefficiencies, appraisal that is focused on teacher
development and not directly linked to salary "reward".
The research concludes that authentic teacher review and development will not take place
until teachers themselves take on the responsibility, as a professional group, external to
their employer, for the design of teacher review and development.
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