Primary and Secondary School Teachers’ Perceptions of Workload

Süleyman  Göksoy; Şeyma Karaokur  Akdağ

doi:10.4236/ce.2014.511101

Journals by Subject

Journals by Title

CE Vol.5 No.11 , June 2014

Primary and Secondary School Teachers’ Perceptions of Workload

Süleyman Göksoy^*, Şeyma Karaokur Akdağ

Abstract: The aim of the study is to determine the perception of workload of primary and secondary school teachers in Turkey in accordance with teachers’ opinion. The research data were collected using phenomenological pattern which is one of qualitative research methods, and analysis of documents was made. The research was made on 72 Primary and Secondary school teachers who have at least three years seniority working in 24 schools subordinate of Directorate of Istanbul Provincial Education. Data were collected through semi-structured interviews. The analysis of the resulting data was conducted by inductive content analysis. In the study, teachers generally state that security duties of teachers should be transferred to the security companies, and teachers should not interfere to the duty of collecting money from students in no way under any intentions. Again, according to the findings of the research, the most fatiguing, puzzling and time consuming issues as for teachers should be reduced which are, documents and correspondences, student tracking and control, disciplinary procedures, administrative meetings, collection of dues, ceremonies and celebrations, home visits and development of material as well. Questions of survey related to special education and guidance and counseling services should be asked by experts of this section and related ones since the related questions include very special subjects for children; as for data entries, they must be done by the school officers. The results are significant due to the fact that they offer a sight for the stakeholders about the works stated in teachers’ job description and the perception of the teachers themselves related to their workload.

Keywords: Component, Task Definition, Teacher, Workload, Workload Perception

Cite this paper: Göksoy, S. and Akdağ, Ş. (2014) Primary and Secondary School Teachers’ Perceptions of Workload. Creative Education, 5, 877-885. doi: 10.4236/ce.2014.511101.

References

[1] Aç1kgöz, Ü. K. (2003). Aktifögrenme (Active Learning) (pp. 34, 38, 65). Izmir: EgitimDünyas1 Press.

[2] Keser, A. (2006). Çagr1MerkeziÇal1sanlar1ndaIsYüküDüzeyi Ile IsDoyumuIliskisininArast1r1lmas1 (Research of Workload Level and Job Satisfaction of the Call Center Personel). Kocaeli Üniversitesi Sosyal Bilimler Enstitüsü Dergisi (Journal of Kocaeli University Institute of Social Education), 1, 100-119.

[3] Larsen-Freeman, D. (2003). Techniques and Principles in Language Teaching (2nd ed., p. 164). Oxford: Oxford University Press.

[4] Milli Egitim Bakanl1g1 (Ministry of National Education) (2012). ÖzelKalem Müdürlügü Executive Assistance Directorate 2012/20 Say1l1 “12 Y1ll1k Zorunlu Egitime Yönelik Uygulamalar” Genelgesi (Circular Regarding the Implementation of 12 Year Compulsory Education). http://www.meb.gov.tr/mevzuat/liste.asp?ara=9&Submit=Listele

[5] Milli Egitim Bakanl1g1 Ilkögretim 1-5. S1n1f Programlar1 Tan1t1m El Kitab1. (Ministry of National Education Fundamental Education 1-5 Classroom Grade Programmes Introduction Manual (2005). Ankara: MEB TTKB (Ministry of National Education Board of Education).

[6] NASUWT (National Association of Schoolmasters Union of Women Teachers) (2006). Teachers’ Workload and Working Hours.
http://www.nasuwt.org.uk/consum/groups/public/@salariespensionsconditions/ documents/nas_download/nasuwt_000360.pdf

[7] New Zealand Post Primary Teachers’ Association, Wellington (2010). PPTA Members and National Standards Report on Assessment Workload Survey.
http://www.ppta.org.nz/index.php/resources/publications/doc_download/1086-ppta-members-and- national-standards-report-on-assessment-workload-survey

[8] Saglamar1, G., & Ç1nabal, B. (2008). Tükenmislik Kavram1: Bireyve Örgütler Aç1s1ndan Önemi (Burnout Concept: Its Importance in Terms Of Individual and Organisations). YönetimveEkonomi Cilt:15, Say1:1 Celal Bayar Üniversitesi, I.I.B.F Manisa,2008, s.131)(Management and Economy Volume:15, Number:1 Celal Bayar University, Economics and Administrative Sciences Manisa, 2008, p. 131)
www2.bayar.edu.tr/yonetimekonomi/dergi/pdf/C15S12008/131_148.pdf

[9] The Department for Children, Schools and Families (DCSF) (2010). Teachers’ Workload Diary Survey.
www.education.gov.uk/publications/eOrderingDownload/DFE-RR057-WEB.pdf

[10] Y1ld1r1m, A., & Simsek, H. (2005). Sosyalbilimlerdenitelarast1rmayöntemleri (Qualitative Research Methods in Social Sciences) (5th ed.). Ankara: Seçkin.