Buch, Englisch, 236 Seiten, Format (B × H): 156 mm x 234 mm
Reihe: Critical Studies in Educational Leadership, Management and Administration
Theoretical Insights for Transforming Work Conditions
Buch, Englisch, 236 Seiten, Format (B × H): 156 mm x 234 mm
Reihe: Critical Studies in Educational Leadership, Management and Administration
ISBN: 978-1-041-13151-9
Verlag: Taylor & Francis
This book focuses on contemporary, local working conditions for teachers and school leaders globally, using diverse ways to theorise critical issues of workload, wellbeing, burnout and retention within the teaching profession, thereby provoking alternative responses to the challenges faced.
Sketching a broad picture of the ways in which teacher wellbeing, workload intensification, and staff retention are interconnected, the book calls for a better understanding of how these multifaceted issues overlap regarding their consequences for the education workforce. Chapters bring together researchers from diverse contexts such as Australia, the UK, Denmark, Sweden, Vietnam, and Norway, resulting in a diversity of approaches grounded in different socio-cultural traditions which encourage a wider range of theory, empirical areas of focus, and suggestions for meaningful change. Chapters theorise issues of teachers’ work based on empirical studies and develop new conceptual approaches towards these issues, providing novel insights into issues felt across the board, regardless of career phase or role.
The book will be highly valuable for scholars, researchers and postgraduate students in the fields of educational leadership, management and administration. Policy makers interested in transformative ways to respond to ubiquitous concerns about the education workforce around the globe will also find the volume of use.
Zielgruppe
Academic and Postgraduate
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
Introduction
Amanda McKay and Fiona Longmuir
- School leaders' writings and the crisis in leader recruitment and retention: a Rancièrian reading.
Pat Thomson, Toby Greany, Tom Perry and Mike Collins
- Challenges to care in the shadows of the neo-liberal school: Recentering relational and community care for radical leadership.
Saul Karnovsky & Sally Lamping
- Educational Isolation in Global Perspective: Evidence from England on Place-Based Challenges for Teacher Recruitment and Retention in Coastal and Rural Schools.
Tanya Ovenden-Hope
- Tracing Transnational Entanglements of Teacher Retention through the Lens of Agential realism.
Helle Plauborg & Geert Kelchtermans
- On my own terms: Exploring Indigenous teacher attrition and retention.
Ren Perkins & Jo Lampert
- Rural School Staffing between Centralization and Decentralization – the Case of Norway.
Unn-Doris K. Bæck & Daniel Andre Voll Rød
- Cruel optimism and the school day: School leader reports of time poverty in Queensland schools.
Nicole Mockler, Meghan Stacey, Anna Hogan, Greg Thompson, & Sue Creagh
- Dealing with distance: teacher induction through a geographical lens.
Thu Dao & Geert Kelchtermans
- Addressing Teacher-Directed Violence: Lower Secondary Schools Creating Safer Work Environments.
Ilse Hakvoort & Sofia Persson
- Principals’ emotional labour in responding to critical incidents: Examining burnout from ‘lone ranger’ principals through a practice architectures lens.
Christine Grice, Jane Wilkinson, Lucas Walsh, Fiona Longmuir, Amanda Keddie, Philippa Chandler & Tim Delany
- Unheard Horizons: Burnout and the Crisis of Interpretation in Educational Leadership.
Carolyn Wade
Conclusion
Fiona Longmuir & Amanda McKay
