School Staff Workload Study Staff Workload... · table 5.9: principal’s average hours per week from riley 2014 compared to hours worked in the last week..... 52 table 5.10: proportion

SchoolStaffWorkloadStudyFinalReport

totheAustralianEducationUnion–VictorianBranch

PolicyResearchandPracticeOctober2016DrPaulWeldonDrLawrenceIngvarson

COMPANYINFORMATION

COMPANY TheAustralianCouncilforEducationalResearchLtd(ACER)

ABN 19004398145

COMPANYADDRESS 19ProspectHillRoadCamberwell,Victoria3124Australia

WEBSITE www.acer.edu.au

TELEPHONE +61392775555

FAX +61392775500

©AustralianEducationUnion—VictorianBranch(2016)Thisworkiscopyright.ApartfromanyusepermittedundertheCopyrightAct1968,nopartmaybereproducedbyanyprocess,normayanyotherexclusiverightbeexercised,withoutthepermissionoftheAustralianEducationUnion,VictoriaBranch,126TrenerryCrescent,Abbotsford,Victoria3067

ACKNOWLEDGEMENTSThisstudywascommissionedbytheAustralianEducationUnion–VictorianBranch.ACERgratefullyacknowledgestheassistanceandsupportoftheUnioninconductingthestudy.ThecontributionsofJohnGraham,JustinBowdandJustinMullalywereparticularlyhelpful.WewouldalsoliketothanktheUnion representatives of teachers, principals and education support staffwho participated infocusgroupswithusandassistedintheidentificationofworkloadissuesandcommentedondraftsurveyquestions.ParticularappreciationisduetothemanyUnionmembers–educationsupportstaff,principalsandteachers – who took the time to complete the survey, graciously allowing us to add to theirworkload.TheviewsexpressedinthisreportarethoseoftheauthorsandnotnecessarilyoftheUnionoranyotherindividualororganisation.

AEUVictoria–SchoolStaffWorkloadStudy

TABLEOFCONTENTSTABLEOFCONTENTS......................................................................................................................................I

LISTOFTABLES.............................................................................................................................................III

LISTOFFIGURES............................................................................................................................................V

ABBREVIATIONSANDACRONYMS................................................................................................................VI

EXECUTIVESUMMARY...................................................................................................................................8

TEACHERCHARACTERISTICS.......................................................................................................................................8TEACHERWORKLOAD...............................................................................................................................................9PRINCIPALCHARACTERISTICS...................................................................................................................................11PRINCIPALS’WORKLOAD........................................................................................................................................11EDUCATIONSUPPORTSTAFF...................................................................................................................................13

1. INTRODUCTIONANDMETHODOLOGY.................................................................................................16

1.1 OVERVIEWOFTHEPROJECT.......................................................................................................................161.2 ORGANISATIONOFTHEREPORT..................................................................................................................161.3 QUESTIONNAIREDEVELOPMENT.................................................................................................................161.4 SURVEYMETHODOLOGY............................................................................................................................181.5 RESPONSERATESANDPOPULATIONCHARACTERISTICS.....................................................................................181.6 ADDITIONALDEMOGRAPHICBACKGROUNDOFSURVEYRESPONDENTS................................................................21

2. TEACHERS:POPULATIONDESCRIPTION...............................................................................................23

2.1 INTRODUCTION.......................................................................................................................................232.2 DEMOGRAPHICS......................................................................................................................................232.3 EXPERIENCE............................................................................................................................................242.4 BASISOFEMPLOYMENT.............................................................................................................................242.5 SECONDARYTEACHINGAREAS....................................................................................................................26

3. TEACHERS’WORKLOAD.......................................................................................................................28

3.1 INTRODUCTION.......................................................................................................................................283.2 FULLTIMETEACHERS:HOURSWORKEDINAWEEK..........................................................................................283.3 TIMEONTASK.........................................................................................................................................303.4 OUT-OF-FIELDTEACHING...........................................................................................................................35

4. WORKLOADPERCEPTIONANDMANAGEMENT...................................................................................38

4.1 INTRODUCTION.......................................................................................................................................384.2 PERCEPTIONOFWORKLOAD.......................................................................................................................384.3 PERCEPTIONOFWORKLOADANDQUALITYOFTEACHING..................................................................................404.4 METHODSOFMANAGINGWORKLOAD.........................................................................................................434.5 TEACHINGPRIORITIES...............................................................................................................................454.6 WORKPLACEENVIRONMENT......................................................................................................................46

5. PRINCIPALS.........................................................................................................................................47

5.1 INTRODUCTION.......................................................................................................................................475.2 DEMOGRAPHICS......................................................................................................................................475.3 WORKLOAD............................................................................................................................................505.4 PERCEPTIONSOFWORKLOAD.....................................................................................................................535.5 MANAGINGWORKLOAD............................................................................................................................55

6. EDUCATIONSUPPORTSTAFF...............................................................................................................58

6.1 INTRODUCTION.......................................................................................................................................586.2 DEMOGRAPHICS......................................................................................................................................586.3 BASISOFEMPLOYMENT.............................................................................................................................62


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6.4 WORKLOAD............................................................................................................................................636.5 PERCEPTIONSOFWORKLOAD.....................................................................................................................65

REFERENCES................................................................................................................................................67

APPENDIX1:THEAEUSCHOOLSTAFFWORKLOADQUESTIONNAIRE...........................................................69

FORALL:ABOUTYOUANDYOURCURRENTEMPLOYMENT.............................................................................................69FORTEACHERS:YOURTEACHINGWORKLOAD............................................................................................................71ADDITIONALDUTIES..............................................................................................................................................72YOURWORKLOADINATYPICALWEEK........................................................................................................................72PERCEPTIONSOFWORKLOAD..................................................................................................................................73MANAGINGWORKLOADEFFECTIVELY........................................................................................................................74ABOUTYOURTEACHING.........................................................................................................................................74YOURFUTUREINTEACHING....................................................................................................................................75FORPRINCIPALS...................................................................................................................................................77FOREDUCATIONSUPPORTSTAFF.............................................................................................................................80FORALL:WORKPLACEENVIRONMENT.......................................................................................................................81


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LISTOFTABLESTABLE1.1:AEUMEMBERSHIPPROPORTIONSANDRESPONSERATESBYSCHOOLSTAFFEMPLOYMENTTYPE.................................19

TABLE1.2:AEUMEMBERSHIPANDSURVEYRESPONDENTSBYSCHOOLINGLEVELANDSTAFFEMPLOYMENTTYPE.........................19

TABLE1.3:AEUMEMBERSHIPANDSURVEYRESPONDENTSBYGENDERANDSTAFFEMPLOYMENTTYPE......................................20

TABLE1.4:AEUMEMBERSHIPANDSURVEYRESPONDENTSBYSCHOOLLOCATIONANDSTAFFEMPLOYMENTTYPE........................20

TABLE1.5:AEUMEMBERSHIPANDSURVEYRESPONDENTSBYSESANDSTAFFEMPLOYMENTTYPE...........................................20

TABLE1.6:AEUMEMBERSHIPANDSURVEYRESPONDENTSBYPRIMARYSCHOOLSIZEANDSTAFFEMPLOYMENTTYPE....................21

TABLE1.7:AEUMEMBERSHIPANDSURVEYRESPONDENTSBYSECONDARYSCHOOLSIZEANDSTAFFEMPLOYMENTTYPE................21

TABLE1.8:PROPORTIONSOFSTAFFINPRIMARYANDSECONDARYSETTINGSBYEMPLOYMENTTYPEANDGEOLOCATION................22

TABLE1.9:PROPORTIONSOFSTAFFINPRIMARYANDSECONDARYSETTINGSBYEMPLOYMENTTYPEANDSES..............................22

TABLE1.10:AVERAGEAGEINYEARSOFSTAFFINPRIMARYANDSECONDARYSETTINGSBYEMPLOYMENTTYPEANDGENDER...........22

TABLE2.1:PROPORTIONOFTEACHERSBYSCHOOLTYPE...................................................................................................23

TABLE2.2:PROPORTIONOFMALEANDFEMALETEACHERSANDAVERAGEAGEBYSCHOOLTYPE................................................24

TABLE2.3AVERAGEYEARSTEACHINGANDATCURRENTSCHOOLBYGENDERANDSCHOOLTYPE...............................................24

TABLE2.4:TEACHERS’BASISOFCURRENTEMPLOYMENT,BYSCHOOLTYPE...........................................................................25

TABLE2.5:TIME-FRACTIONPREFERENCESFORTEACHERS,BYSCHOOLTYPE..........................................................................25

TABLE2.6:PROPORTIONOFTEACHERSBYEMPLOYMENTCLASSIFICATIONANDSCHOOLTYPE....................................................26

TABLE2.7:PROPORTIONOFTEACHERSBYGENERALISTORSPECIALISTANDYEARLEVELSCURRENTLYTEACHING............................26

TABLE2.8:PROPORTIONOFSECONDARYTEACHERSBYLEARNINGAREA,FORALLRESPONDENTSANDFULL-TIMERESPONDENTS......27

TABLE3.1:FULL-TIMETEACHERSAVERAGEHOURSPERWEEK,BYSCHOOLTYPE.....................................................................29

TABLE3.2:FULL-TIMETEACHERSAVERAGEHOURSPERWEEK,BYEMPLOYMENTCLASSIFICATION..............................................29

TABLE3.3:PROPORTIONOFFULL-TIMEPRIMARYGENERALISTTEACHERSUNDERTAKINGACTIVITIESOVERATYPICALWEEK.............31

TABLE3.4:AVERAGEHOURSSPENTONACTIVITIESBYFULL-TIMEPRIMARYGENERALISTTEACHERSOVERATYPICALWEEK...............32

TABLE3.5:PROPORTIONOFFULL-TIMESECONDARYTEACHERSUNDERTAKINGACTIVITIESOVERATYPICALWEEK..........................33

TABLE3.6:AVERAGEHOURSSPENTONACTIVITIESBYFULL-TIMESECONDARYTEACHERSOVERATYPICALWEEK...........................34

TABLE3.7:PROPORTIONOFSECONDARYTEACHERSTEACHINGOUT-OF-FIELD,BYLEARNINGAREA............................................36

TABLE3.8:PROPORTIONOFSECONDARYTEACHERSBYYEARSOFEXPERIENCEANDYEARSATCURRENTSCHOOL...........................36

TABLE3.9:PROPORTIONOFTEACHERSTEACHINGOUT-OF-FIELD,BYYEARSOFEXPERIENCEANDYEARSATCURRENTSCHOOL.........37

TABLE4.1:TEACHERSPERCEPTIONSOFWORKLOADANDWORKLOADISSUES,BYSCHOOLTYPE.................................................39

TABLE4.2:EXTENTTEACHERSHAVEBEENABLETOUNDERTAKETEACHINGTASKSTHISYEAR,BYSCHOOLTYPE..............................40

TABLE4.3:EXTENTPRIMARYTEACHERSHAVEBEENABLETOUNDERTAKETEACHINGTASKSTHISYEAR,BYSES.............................41

TABLE4.4:EXTENTSECONDARYTEACHERSHAVEBEENABLETOUNDERTAKETEACHINGTASKSTHISYEAR,BYSES.........................41

TABLE4.5:EXTENTPRIMARYTEACHERSHAVEBEENABLETOUNDERTAKETEACHINGTASKSTHISYEAR,BYAVERAGEHOURSWORKED42

TABLE4.6:EXTENTSECONDARYTEACHERSHAVEBEENABLETOUNDERTAKETEACHINGTASKSTHISYEAR,BYAVERAGEHOURSWORKED..................................................................................................................................................................43

TABLE4.7:TEACHERS’PERCEPTIONSOFMETHODSFORMANAGINGWORKLOAD,BYSCHOOLTYPE.............................................44

TABLE4.8:PRIMARYTEACHERS’PERCEPTIONSOFMETHODSFORMANAGINGWORKLOAD,BYSES............................................44

TABLE4.9:SECONDARYTEACHERS’PERCEPTIONSOFMETHODSFORMANAGINGWORKLOAD,BYSES........................................45


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TABLE4.10:TEACHINGPRIORITIES,BYSCHOOLTYPE.......................................................................................................45

TABLE4.11:TEACHERS’PERCEPTIONSOFTHEIRWORKPLACEENVIRONMENT,BYSCHOOLTYPE.................................................46

TABLE5.1:PROPORTIONOFPRINCIPALCLASSSURVEYRESPONDENTSBYJOBDESCRIPTIONS....................................................47

TABLE5.2:PROPORTIONOFPRINCIPALCLASSRESPONDENTSBYGENDER,ANDAVERAGEAGE,BYSCHOOLTYPE...........................47

TABLE5.3:PROPORTIONOFASSISTANTPRINCIPALANDPRINCIPALRESPONDENTSBYSCHOOLTYPE..........................................48

TABLE5.4:PROPORTIONOFASSISTANTPRINCIPALANDPRINCIPALRESPONDENTSBYGENDERANDSCHOOLTYPE........................48

TABLE5.5:AVERAGEAGEOFASSISTANTPRINCIPALANDPRINCIPALRESPONDENTSBYGENDERANDSCHOOLTYPE.......................49

TABLE5.6:AVERAGEHOURSWORKEDBYPRINCIPALTYPE.................................................................................................50

TABLE5.7:AVERAGEHOURSWORKEDBYSCHOOLPRINCIPALSANDASSISTANTPRINCIPALS,BYSCHOOLLEVEL..............................51

TABLE5.8:AVERAGEFULL-TIMEHOURSWORKEDINTHELASTWEEK,BYPRINCIPALTYPEANDSCHOOLTYPE................................51

TABLE5.9:PRINCIPAL’SAVERAGEHOURSPERWEEKFROMRILEY2014COMPAREDTOHOURSWORKEDINTHELASTWEEK...........52

TABLE5.10:PROPORTIONOFTIMEONDIFFERENTTASKS,BYPRINCIPALTYPEANDSCHOOLLEVEL.............................................52

TABLE5.11:PROPORTIONOFTIMEONDIFFERENTTASKSBYSMALLSCHOOLTEACHINGPRINCIPAL.............................................53

TABLE5.12:PRINCIPALPERCEPTIONSOFWORKLOADANDWORKLOADISSUES,BYSCHOOLLEVEL..............................................54

TABLE5.13:PRINCIPALVIEWSOFPERFORMANCEANDDEVELOPMENTPROCESS,BYSCHOOLLEVEL...........................................54

TABLE5.14:METHODSOFMANAGINGWORKLOAD,BYPRINCIPALROLEANDSCHOOLLEVEL....................................................55

TABLE5.15:METHODSOFMANAGINGWORKLOAD,PRIMARYPRINCIPALSBYSES.................................................................56

TABLE5.16:METHODSOFMANAGINGWORKLOAD,SECONDARYPRINCIPALSBYSES..............................................................56

TABLE5.18:EXTENTTOWHICHPRINCIPALSFEELSUPPORTEDINTHEIRROLE,BYSCHOOLLEVEL................................................57

TABLE6.1:PROPORTIONOFRESPONDENTSBYEDUCATIONSUPPORTAREA..........................................................................58

TABLE6.2:EXAMPLEROLESWITHINTHEFOURBROADEDUCATIONSUPPORTAREAS..............................................................59

TABLE6.3:PROPORTIONOFRESPONDENTSINEACHEDUCATIONSUPPORTAREABYSCHOOLTYPE............................................59

TABLE6.4:PROPORTIONOFEDUCATIONSUPPORTRESPONDENTSBYGENDER,ANDAVERAGEAGE,BYSCHOOLTYPE....................60

TABLE6.5:MALEANDFEMALEEDUCATIONSUPPORTRESPONDENTSBYSCHOOLTYPE............................................................60

TABLE6.6:AVERAGEAGE(INYEARS)OFMALEANDFEMALEEDUCATIONSUPPORTRESPONDENTSBYSCHOOLTYPE......................61

TABLE6.7:AVERAGEYEARSOFEXPERIENCEINEDUCATIONSUPPORTAREABYSCHOOLTYPE....................................................61

TABLE6.8:BASISOFCURRENTEMPLOYMENT,BYEDUCATIONSUPPORTAREA.......................................................................62

TABLE 6.9: PROPORTION OF SELECTED POSITION TYPES BY PRIMARY AND SECONDARY SCHOOL, STUDENT/TEACHER SUPPORT ANDADMIN/OPERATIONS......................................................................................................................................62

TABLE6.10:PROPORTIONOFEDUCATIONSUPPORTROLESBYSALARYRANGE......................................................................63

TABLE6.11:PROPORTIONOFEDUCATIONSUPPORTROLESABLETOCOMPLETEWORKDURINGFORMALWORKHOURS.................63

TABLE6.12:PROPORTIONOFEDUCATIONSUPPORTROLESREQUIREDTOUNDERTAKEADDITIONALDUTIES.................................64

TABLE6.13:PROPORTIONOFEDUCATIONSUPPORTROLESREQUIREDTOBEATSCHOOLOUTSIDEOFPAIDTIME..........................64

TABLE6.14:AVERAGEHOURSWORKEDATSCHOOLOUTSIDEPAIDTIME,BYEDUCATIONSUPPORTROLES...................................65

TABLE6.15:EDUCATIONSUPPORTSTAFFPERCEPTIONSOFWORKLOAD...............................................................................66

TABLE6.16:EDUCATIONSUPPORTSTAFFPERCEPTIONSOFTHEPERFORMANCEANDDEVELOPMENTPROCESS..............................66


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LISTOFFIGURESFIGURE1:ASSISTANTPRINCIPALSALARYRANGEBYGENDERANDSCHOOLLEVEL....................................................................49

FIGURE2:PRINCIPALSALARYRANGEBYGENDERANDSCHOOLLEVEL...................................................................................50


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ABBREVIATIONSANDACRONYMSABS AustralianBureauofStatisticsACER AustralianCouncilforEducationalResearchAEU AustralianEducationUnionDET VictorianGovernmentDepartmentofEducationandTrainingFTE FullTimeEquivalentICT InformationandCommunicationTechnologySEIFA SocioeconomicIndicesforAreasSES SocioeconomicStatusSiAS TheStaffinAustralia’sSchoolsSurveys


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EXECUTIVESUMMARYThe School Staff Workload Study was commissioned by the Victorian branch of the AustralianEducationUnion(theUnion)inMarch2016.Thestudyinvolvedthedesignanddeliveryofanonlinesurveyby theAustralianCouncil for EducationalResearch (ACER). The surveywasa censusof theUnionmembership andwas open to themajority ofmembers in Term 2, June 2016. The surveytargetedthreegroups:teachers,schoolleaders(Principalclass),andeducationsupportstaff.For reasons of commercial confidentiality, the total Union membership and the number ofrespondentsbytargetgrouphavebeenredactedfromthisreport.Intotal,therewereover13,000respondents.Thefinalresponserateforteacherswas34percent,forprincipalswas55percentandforeducationsupportstaffwas41percent.RespondentcharacteristicsarerepresentativeoftheUnionmembershipinallareasconsidered:age,gender,geolocation,SES,school level (primaryandsecondary)andschoolsize.A largemajorityofrespondentswerefromprimaryorsecondaryschools(ratherthancombinedorspecialschools)andthe majority of the analysis therefore considers these two groups. Where only primary andsecondary schools are reported, these figures do not include teachers in combined and specialschools.TeachercharacteristicsTableAliststhegeneralcharacteristicsofprimaryandsecondaryteachers.Atprimarylevel,84percentofteachersarefemale,withanaverageageof42years.Themajorityofprimaryteachersareinpermanentpositionsandworkfulltime.Womenhavebeenteachingfor16yearsonaveragewhilemaleprimaryteacherstendtobeyoungerandhavebeenteachingfor12yearsonaverage.Atsecondarylevelthemajorityofteachersarealsofemale(65%)andaverage43yearsofage.Menareslightlyolderat45yearsofageonaverage.Secondary teachersarealsomostly inpermanentpositionsandworkingfulltime.

TableA:Populationcharacteristics:primaryandsecondaryteachers

Characteristics Primaryteacher SecondaryteacherAverageage(years) Female42,Male39years Female43,Male45yearsGender 83.5%Female 65.2%FemaleOngoing/permanentposition 80.8% 87.9%Fulltime 78.3% 73.8%Averageyearsteaching Female16,Male12years Female16,Male17yearsAverageyearsatcurrentschool Female10,Male7years Female10,Male11yearsClassroomTeacher 93.3% 87.2%LeadingTeacher 6.4% 12.4%


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TeacherworkloadThe survey indicated that full-time primary teachers averaged 52.8 hours per week and full-timesecondaryteachersaveraged53.2hoursperweek.Leadingteachersworkedaslightlylongerweek,averagingabout55hoursperweek.Proportionally, teachers spent justunder80percentof theirtimeonteachingandteaching-relatedtasks,orabout41hoursperweek.Justoverone-fifthoftheirtime, or about 11 hours per week, was spent on other activities. This timewas largely spent onadditionalduties,meetingsandadministration.Full-timeteachersworkabout14to15hoursperweekovertheirrequiredhours,onaverage.Whenworking outside of required hours, including 5 to 6 hours over theweekend, teachers spend themajorityofthattimeonteaching-relatedactivities,includingplanning,preparingand,particularlyatsecondarylevel,marking.

TableB:Teacherworkload,selectedaveragesandproportions,primaryandsecondaryfull-timeteachers

Workload(Full-timeteachers) Primaryteacher SecondaryteacherAveragehoursperweek 52.8hours 53.2hoursAveragehoursperweek–Classroomteachers 52.7hours 52.9hoursAveragehoursperweek–Leadingteachers 54.9hours 54.8hoursProportionofrequiredtimespentonteachingandteaching-relatedactivities 79%(31hours) 76%(27hours)Proportionofrequiredtimespentonotherschoolactivities 21%(8hours) 24%(9hours)Proportionofweekdaytimeoutsiderequiredhoursspentonteaching-relatedactivities 71%(7.5hours) 79%(7.5hours)Proportionofweekdaytimeoutsiderequiredhoursspentonotheractivities 29%(3hours) 21%(2hours)Proportionofweekendtimespentonteaching-relatedactivities 84%(4hours) 90%(5.5hours)Proportionofweekendtimespentonotheractivities 16%(1.5hours) 10%(0.5hours)Overall,proportionoftimespentteachingandteaching-relatedactivities 78%(41hours) 79%(42hours)Overall,proportionoftimespentonotheractivities 22%(11.5hours) 21%(11hours)Teachingout-of-fieldSubjects in theHumanitiesaremostoften taughtout-of-fieldat years7-10,with28.5per centofteachers indicating that theywere currently teaching out-of-field in this area. About 14 per centwereteachingmathematicsout-of-fieldinyears7-10and11percentwereteachingout-of-fieldinscience. Teachers new to teaching aremost likely tobe teachingout-of-field,with 41per cent ofteachersintheirfirsttwoyearsteachingout-of-fieldcomparedto20percentofteacherswith16ormoreyearsofexperience.Similarly,teachersnewtoaschoolweremorelikelytobeteachingout-of-field,with35percentofthoseataschoolfortwoyearsorlessteachingout-of-fieldcomparedto23percentofthosewhohadbeenattheschoolfor11-15years.


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Teachers’perceptionofworkloadOnlyaboutonefifthofteachersthinkthattheirworkloadisoftenornearlyalwaysmanageable,andaboutthesameproportionfeltthattheyoftenornearlyalwayshadagoodbalancebetweenhomeandwork.Around90percentofteachersindicatedthattheirworkloadatsomestagehashadanegativeeffectontheirqualityofteaching.Justoveronethirdofteachersinallschoolsindicatedthattheirworkloadoftenornearlyalwaysadverselyaffectedtheirhealth.Abouthalfofsecondaryteachersand61percentofprimaryteachersregularlylookforwardtotheschoolday.Aboutonethirdofteachersregularlythinkaboutleavingtheteachingprofession.WorkloadandqualityofteachingTeacherswereaskedtoindicatetheextenttowhichtheyfelttheyhadbeenabletomeet17ofthedemands of quality teaching this year. This included knowing studentswell, selecting appropriateandinterestingteachingandlearningresources,teachingwell,andmeetingtheneedsofstrugglingstudents,highlymotivatedstudentsandthose lessmotivatedto learn.Over twothirdsofprimaryteachersandhalfofsecondaryteachersfeltthattheyhadbeenabletoundertakethesetaskstoagreatextent.Onlyaboutonethirdofteachers felt thattheyhadbeenable (toagreatextent) toreflectonandevaluatetheirteaching,monitorandassesstudentprogresseffectively,managestudentbehavioureffectively,andprovidetimelyandusefulfeedbacktostudentsabouttheirlearning.Differences by SES were not large in most areas, although the ability to select appropriate andinteresting teaching and learning resources does appear to differ by SES, with 58 per cent ofteachersatlowSESschoolsabletodothistoagreatextentcomparedto63percentatmediumSESschoolsand73percentathighSESschools.ManagingworkloadTeachers were provided with a list of 10 suggestions that could potentially make their workloadmoremanageable.Increasingandprotectingnon-contacttimecametopofthelistoverallandwasconsideredtoassistwithworkloadmanagementtoagreatextentbyover90percentofsecondaryteachers.Thetopsuggestionforprimaryandspecialschoolteacherswastoreducethenumberofgovernmentinitiatives,inthecontextofaflowofinitiativesreplacingothersandrequiringchange.The third suggestion, to reduce bureaucracy,was also popularwith over 80 per cent of teachersindicating that this would assist to a great extent. Over 80 per cent of primary teachers alsoindicated thatmore teaching assistants wouldmake their workloadmoremanageable to a greatextent.WorkplaceenvironmentTeacherswere asked about theirwork environment, including how engaged in and satisfied theywerewith their work, howwell supported they felt, whether theywere dealingwith challengingbehaviourfromstudentsandparents,andtheextenttowhichtheywerestressedorstrugglingwiththe demands of the job. Almost three quarters of teachers have felt stressed bywork in the lastmonthfairlyoftenorveryoften,andtwothirdsoftenfeltthatworkrequirementswerepilingupsohigh that they could not overcome them.Over half of primary and secondary teachers hadoftendealtwith challengingbehaviour fromstudents and less thanhalf hadoften felt satisfiedby their


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workinthelastmonth.Nearlyonethirdofteachershadnotoftenfeltsupportedbytheircolleaguesandlessthanonehalfhadoftenfeltsupportedbytheschoolleadership.PrincipalcharacteristicsStaffemployedinthePrincipalClassaremostcommonlyintheroleofAssistantPrincipalorPrincipalat a school and this is reflected in the proportions of respondents by role. Assistant Principalsaccountedfor44percentoftherespondentswhileschoolprincipal(includingprincipalsofasmallschool)madeup50percent.Afurther4.5percentwerecampusprincipals.TheproportionsofAssistantPrincipalsandPrincipalsdiffersbyschoollevelduemainlytothesizeofschools at each level. Primary schools are generally smaller than secondary schools andaremorelikely to have just one Assistant Principal, and respondents are evenly distributed (48% AssistantPrincipal, 52% Principal). Secondary schools are larger and often have more than one AssistantPrincipal, and there was a higher proportion of Assistant Principal respondents (68% AssistantPrincipal,32%Principal).

TableC:Populationcharacteristics:primaryprincipalsandassistantprincipals

Characteristics PrimaryAssistantPrincipal PrimaryPrincipalProportion 48.3% 51.7%Averageage(years) Female51,Male46years Female54,Male53yearsGender 79.3%Female 61.3%Female

TableD:Populationcharacteristics:secondaryprincipalsandassistantprincipals

Characteristics SecondaryAssistantPrincipal SecondaryPrincipalProportion 68.2% 31.8%Averageage(years) Female49,Male48years Female55,Male54yearsGender 50.9%Female 49.3%FemalePrincipals’workloadOnaverage,principalsinbothprimaryandsecondaryschoolsworked60.6hoursperweek.Assistantprincipalsinprimaryschoolsaveraged59.4hoursperweekandinsecondaryschoolsaveraged60.3hours per week. All indicated that they worked on average over 10 hours per day during schooltermsandtwotothreehoursperweekdayduringtheholidays.Aboutone thirdofprincipals’ time (principalsandassistantprincipals, inTerm1) is takenupwithschool-based administrative tasks. Assistant principals spend about one fifth of their time oncurriculumandteaching-relatedtaskswhileprincipalsspendslightlylesstimeinthisarea.Principalsatbothprimaryandsecondarylevels,andassistantprincipalsinsecondaryschoolsalsospendaboutonefifthoftheirtimeoncompliancerequirements.Aboutonequarterofprincipals consider theirworkload tobemanageableoftenoralwaysandattheprimarylevel,aboutthreequarterslookforwardtotheschooldayoftenoralways.Over80percentorsecondaryprincipalsregularlylookforwardtotheschooldaycomparedtoabouttwothirdsofsecondaryassistantprincipals.


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TableE:Principalworkload,selectedaveragesandproportions,primaryfull-timeprincipalsandassistantprincipals

Workload PrimaryAssistantPrincipal PrimaryPrincipalAveragehoursperweekday,schoolterm 10.4hours 10.7hoursAveragehoursperweekend,schoolterm 4.8hours 5.1hoursAveragehoursperweekday,schoolholiday 2.4hours 2.8hoursAveragehoursperweekend,schoolholiday 1.4hours 1.5hoursAveragefull-timehoursinpreviousweek 59.4hours 60.6hoursProportionoftimespentoninternaladministrativetasksinTerm1thisyear

34.7% 31.1%

Proportionoftimespentoncurriculumandteaching-relatedtasksinTerm1thisyear

21.0% 15.7%

ProportionoftimespentonCompliancerequirementstasksinTerm1thisyear

12.2% 18.1%

Myworkloadismanageable,often/always 23.4% 17.9%Ilookforwardtotheschoolday,often/always 76.5% 72.5%

TableF:Principalworkload,selectedaveragesandproportions,secondaryfull-timeprincipalsandassistantprincipals

Workload SecondaryAssistantPrincipal SecondaryPrincipalAveragehoursperweekday,schoolterm 10.5hours 10.9hoursAveragehoursperweekend,schoolterm 5.1hours 5.4hoursAveragehoursperweekday,schoolholiday 3.0hours 3.3hoursAveragehoursperweekend,schoolholiday 1.6hours 1.3hoursAveragefull-timehoursinpreviousweek 60.3 60.6ProportionoftimespentoninternaladministrativetasksinTerm1thisyear

37.9% 31.6%

Proportionoftimespentoncurriculumandteaching-relatedtasksinTerm1thisyear

21.4% 18.9%

ProportionoftimespentonCompliancerequirementstasksinTerm1thisyear

21.4% 18.9%

Myworkloadismanageable,often/always 27.0% 25.3%Ilookforwardtotheschoolday,often/always 66.9% 81.3%Principals–managingworkloadPrincipalswereaskedtoindicatetowhatextent13itemswouldassistinmakingtheirworkloadasprincipal more manageable. Most items received majority support (i.e. over 50%). An increasedbudgetandsimplifiedcompliancerequirementsreceivedthehighestlevelsofsupport(over80%),asdid more specialised staff for student wellbeing work and more administrative support. At thesecondaryleveltherewasveryhighsupportforanincreasedcapacitytoattractandretaineffectiveteachers,whileattheprimaryleveltherewashighersupportformoreteacheraides.There were only minimal differences by SES, with the exception at primary level of greatercommunity involvement, which principals at lower SES schools (54%) were more likely to haveindicatedthantheirhighSEScounterparts (32%).Atsecondary levelaswellasgreatercommunityinvolvement,thereisanotabledifferenceintheeffectofanincreasedcapacitytoattractandretaineffectiveteachers,with95percentofprincipalsinlowSESschoolsindicatingthatthiswouldhaveagreateffectcomparedto77percentofprincipalsinhighSESschools.


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Principals were asked to what extent they felt supported in their role. Assistant principals andPrincipals feel most supported by their administrative staff and executive team (over 80%). Amajority (about70%) feel supported toagreatextentbyotherprincipalsand their teachingstaff.Aboutonethirdofprimaryprincipalsandonehalfofsecondaryprincipalsfeelsupportedtoagreatextentbytheirregionaloffice.EducationSupportStaffEducationSupportstaffaregroupedintofourbroadareas,identifiedbytheVictorianDepartmentofEducation and Training (DET). The largest number of respondents was in the Student/TeacherSupportgroup(49%).Thisgroupcommonlyincludedteacheraidesinavarietyofroles(integration,learningsupport,literacysupport,multiculturaleducation,Auslaneducation,languagesupport).Thesecondlargestgroup(34.5%) includedthose involvedinschooladministrationandoperations.Thiscategoryappearedtoincludethewidestrangeofjobtitles,descriptionsandlevels,fromofficeassistants and grounds workers to business managers and registrar. About 12 per cent ofrespondentsindicatedtheywereintechnicalpositions,whichtendedtobelaboratoryorICTbased.Very few respondents indicated they provided professional services (4%). These tended to be instudentwelfareandcareerscounsellingpositionsalthough therewere therapistsaswell. Inmanycasestherewerecrossovers,withpeopleindicatingthesamejobtitlechoosingadifferenteducationsupportarea.Student/TeacherSupportstaffStudentandteachersupportstaffarealmostentirelyfemaleandover50yearsofageonaverage.About one third are in an ongoing position at primary level and almost 50 per cent at secondarylevel.Thepositionaslargelyparttime,withonly22percentworkingfulltime.About one half of support staff are often or always able to complete work during their formalworking hours and of those who do work at school outside their paid attendance hours, theytypically work an additional 2.6 hours. Three quarters of primary support staff and two thirds ofsecondary support staff consider theirworkload tobemanageableoftenoralwaysandabout thesameproportionslookforwardtotheschoolday.

TableG:Populationcharacteristics:student/teachersupportstaff

Characteristics Student/TeacherSupportLevel Primary SecondaryAverageage(years) Female51years Female52,Male45yearsGender 98.0%Female 92.3%FemaleOngoing/permanentposition 36.6% 48.6%Fulltime Overall(primaryandsecondary)22.2%Averageyearsofexperience 10.6years 10.2yearsOften/alwaysabletocompleteworkduringformalworkhours 50.6% 49.4%Requiredtododutieswithintheworkdayinadditiontotheworknormallyrequired 71.9% 67.6%Requiredtobeatschooloutsidepaidattendancehoursthreeormoretimesperweek 13.2% 13.5%Averagehoursworkedatschooloutsidepaidattendancehoursinatypicalweek 2.6hours 2.7hoursMyworkloadismanageable,often/always 73.0% 67.1%


14

Ilookforwardtotheschoolday,often/always 75.3% 64.7%

Administration/OperationsstaffAdministration and operations staff are also almost entirely female and over 50 years of age onaverage.Nearlyallareinongoingpositionsandabouttwothirdsworkfulltime.Aboutonethirdofadministrationandoperationsstaffattheprimarylevel,and42percentatthesecondarylevelareoftenoralwaysabletocompleteworkduringtheirformalworkinghoursandofthosewhodoworkatschooloutsidetheirpaidattendancehours,theytypicallyworkanadditionalthree to four hours. About 50 per cent of administration and operations staff consider theirworkloadtobemanageableoftenoralwaysand60-70percentlookforwardtotheschoolday.

TableH:Populationcharacteristics:administration/operationsstaff

Characteristics Administration/OperationsLevel Primary SecondaryAverageage(years) Female52years Female52,Male51yearsGender 98.3%Female 93.1%FemaleOngoing/permanentposition 92.5% 94.6%Fulltime Overall(primaryandsecondary)65.2%Averageyearsofexperience 11.5years 9.4yearsOften/alwaysabletocompleteworkduringformalworkhours 31.7% 42.1%Requiredtododutieswithintheworkdayinadditiontotheworknormallyrequired 77.3% 76.1%Requiredtobeatschooloutsidepaidattendancehoursthreeormoretimesperweek 22.7% 18.2%Averagehoursworkedatschooloutsidepaidattendancehoursinatypicalweek 3.9hours 3.3hoursMyworkloadismanageable,often/always 47.1% 53.8%Ilookforwardtotheschoolday,often/always 68.9% 57.2%TechnicalstaffAttheprimarylevel,technicalstaffarealmostallfemaleandover50yearsofageonaverage.Atthesecondarylevel,threequartersofstaffarefemaleandover50yearsofage.The25percentofmalestaffareslightlyyoungeronaverage,at46years.Aboutone thirdof technical staffat theprimary level,and45percentat thesecondary levelareoftenoralwaysabletocompleteworkduringtheirformalworkinghoursandofthosewhodoworkatschooloutsidetheirpaidattendancehours,theytypicallyworkanadditionalthreehours.About50per centofprimaryand60per centof secondaryadministrationandoperations staff considertheirworkloadtobemanageableoftenoralwaysand60-70percentlookforwardtotheschoolday.


15

TableI:Populationcharacteristics:technicalstaff

Characteristics TechnicalLevel Primary SecondaryAverageage(years) Female54years Female53,Male46yearsGender 92.2%Female 75.3%FemaleOngoing/permanentposition Overall(primaryandsecondary)88.5%Fulltime Overall(primaryandsecondary)52.3%Averageyearsofexperience 11.6years 12.7yearsOften/alwaysabletocompleteworkduringformalworkhours 32.5% 44.9%Requiredtododutieswithintheworkdayinadditiontotheworknormallyrequired 67.5% 61.4%Requiredtobeatschooloutsidepaidattendancehoursthreeormoretimesperweek 15.6% 12.1%Averagehoursworkedatschooloutsidepaidattendancehoursinatypicalweek 3.0hours 2.8hoursMyworkloadismanageable,often/always 53.3% 61.8%Ilookforwardtotheschoolday,often/always 72.0% 63.0%


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1. INTRODUCTIONANDMETHODOLOGY1.1 OverviewoftheprojectThe School Staff Workload Study was commissioned by the Victorian branch of the AustralianEducationUnion(theUnion)inMarch2016.Thestudyinvolvedthedesignanddeliveryofanonlinesurvey by the Australian Council for Educational Research (ACER). The survey was open to themajority of members of the Union in June 2016, during the final weeks of Term 2. Unionmembership isconstitutedofteachers,school leaders (PrincipalClass)andeducationsupportstaffworkinginVictoriangovernmentschools.The surveywas intended toprovide adetailedpictureof theworkloadof theUnionmembershipand,byextension,Victoriangovernmentschoolstaff.Attentionwaspaidtothehoursspentbystaffindifferentaspectsoftheirwork.Perceptionsofworkloadandofitseffectonstaffwellbeingwereconsidered,aswereviewsoftheschoolenvironment.TheUnionwasparticularly interestedintherelationshipbetweenworkloadandqualityof teaching,onthebasis thatanything thataffects thequalityofteachingwillbelikelytoaffectstudentoutcomesatsomelevel.1.2 OrganisationofthereportThisreportisorganisedintosevenchapters.Thefirstchapterprovidesanintroductionandoverviewof the report and the project methodology. The chapter also provides an overview of thecharacteristics of survey respondents and the extent towhich they represent the population: themembershipoftheVictorianbranchoftheUnion.TheSchoolStaffWorkloadsurvey targeted threegroups: teachers, school leaders (Principal class),andeducationsupportstaff.Thereportconsidersthethreegroupsseparately.Chapters2-5lookatteachers, Chapter 6 looks at principals and Chapter 7 considers education support staff. For eachgroup, the demographics and characteristics of the respondents is presented, followed byperceptionsofworkload.Anadditionalchapterforteachersandsectionforprincipalsthenlooksatthemanagementofworkload.ThecompletequestionnaireisprovidedinAppendix1.1.3 QuestionnairedevelopmentTheUnionexpressedaninterestinbothworkloadanditseffects,particularlyinthehoursspentindifferentaspectsofteachingandtheextentofadministrativeworkandworkcarriedoutathome.The Union was also interested in the extent to which workload may affect the wellbeing ofrespondents,andstudentlearning.Asurveyofteachersisnoteasilyabletocollectdirectevidenceofstudentlearning,howeveritwaspossible toconsiderhowworkloadandworkloadperceptionsmightcorrelatewithothervariablesaffecting teachers that are known to have links with performance and therefore with studentoutcomes,suchasjobsatisfactionindifferentareas(autonomy,masteryandpurpose1),theextent

1AftertheworkofDanielPink(e.g.Pink,2009).


17

to which activities associated with quality teaching were being undertaken, and the workingenvironment.The questionnaire was developed through a process of reference to research undertaken in theworkloadareabyACERandothers,nationallyandinternationally,andthroughinterviewsandfocusgroupswith target groups.Referencework includedworkforce surveys carriedout inAustralia,2 aNewZealandstudyofworkload3andworkloadsurveyscarriedoutinEngland.4Thequestionnairetargetsthreeseparategroups:

• Teachers–ClassroomandLeadingteachers• Schoolleaders–PrincipalClassstaff• EducationSupportStaff

In each case, ACER conducted focus groups organised by the Union, which included Unionrepresentatives of each group, including teachers and principals at both primary and secondarylevel.Withregardtoteacherswefirsttalkedtoaselectionofsecondaryteachersinordertogetasenseofcurrent teacherviewsof theirworkload,andsomeof the issuescurrent in theworkforce.LeadingTeachers appeared to have a particularly high administrative load. All teachers we spoke tocommonlyworkedabout50hoursaweekormore.Noneofthemworkedmorethantherequiredamountofface-to-faceteachingandLeadteachershadslightlyfewerhoursthanotherteacherssoitwasofinteresttoustounderstandwhatkindofworkwastakingupthenon-facetimeload.Indeveloping thequestionnaireweneeded tocollectactualdataonworkload,andalso tocollectdataenablingustoconsiderbothcauses(workloadasadependentvariable)andeffects(workloadas an independent variable). Causes of higher workload may include, for example, the use ofInformationandCommunicationTechnologies(ICT),theavailabilityofsupportstaff,teachingout-of-field, additional and non-teaching duties, student engagement and behaviour. Levels ofworkloadmay have effects on job satisfaction, working with students, stress, quality of teaching andintentions to leave theprofession. Itwas important to considerareas suchas job satisfactionandhowtheyrelatetoworkload:high levelsofworkload inahighlysupportiveenvironmentmaywellresultinteacherswhoenjoytheirwork,whereasateacherwithareasonableworkloadinadifficultenvironmentmaybelesssatisfiedandmorelikelytoconsiderleavingtheprofessionasaresult.Questionsaskedofteachersinfocusgroupsincluded:

• Howmuchface-to-faceteachingdoyoudo,andhowmuchplanningandassessment?• Howmuchtimedoyouspendonteaching-relatedtasksintheeveningandatweekends?• Whatotherdutiesdoyouhaveandhowmuchtimedotheytake?• Over the past year or two, has any part of your workload increased?What and by how

much?• Doesyourworkloadaffectyourhealthandwellbeing?Inwhatway?• Whatissuesaffectthequalityofyourteaching?

2TheStaffinAustralia’sSchools(SiAS)surveys,seeMcKenzie,Weldon,Rowley,Murphy&McMillan(2014)andWeldon,McMillan,Rowley&McKenzie(2014).3Ingvarson,Kleinhenz,Beavis,Barwick,Carthy,Wilkinson(2005);Wilkinson,Beavis,Ingvarson,Kleinhenz(2005);Beavis(2005)4Gibson,Oliver&Dennison(2015)


18

DraftsofthequestionnairewereprovidedtotheUnionandalsodiscussedinfocusgroupsforeachof the target groups. Once the questions were finalised on paper they were written into ACER’sonlinesurveysoftware.TheonlinesurveywasthenmadeavailabletoUnionemployeesrepresentingeachtargetgroupasapilot.Thisensuredthattheonlineversionofthesurveywaserror-free,thatthequestionswere easily understood and answered, and that thedata collectedwas in the rightformat.1.4 SurveymethodologyThepopulationof school staffavailable for this studywas themembershipof theUnion. ItwouldhavebeenpossibletodrawasamplerepresentativeofVictoriangovernmentschools,howeversuchasamplewouldstillhavebeenlimitedtoUnionmembership.TheUnionalsoindicatedthatitwouldbe appropriate to allowall theirmembers theopportunity to participate (a census) rather than arepresentativesample.ThesurveypopulationforthisstudywasthereforethemembershipoftheUnion.Becausethestudywas about workload it was decided not to includemembers whowere in casual and emergencypositionsduetothelevelofvariabilitythesememberscanexperienceintheirwork.Memberswhohad not provided an email address or details of their current schoolwere also omitted. All othermemberswereincluded.SurveyadministrationThesurveywasconductedonline.ItwaspromotedbytheUnionthroughtheirwebsiteandmemberpublications.ACERsenteligibleparticipantsaninvitationtoparticipateinthesurveyviaemail,andreminderemailswere sentout to thosewhohadnot completed the survey. Thekeydates in thesurveyadministrationwereasfollows:

• 23May2016:Surveywentliveonline,emailinvitationsweresentoutoverthreedays;• 6June:ACERsentoutemailreminders.TheUnionsentageneralemailremindingmembers

aboutthesurvey;• 14June:ACERsentoutfinalemailremindersweresentout.TheUnionsenttextmessagesto

thesamemembers;• 17June:Onlinesurveyclosed.

Throughout the survey, ACER provided contact information and assistance via email. The Unionwebsitealsoprovidedplainlanguageresponsestofrequentlyaskedquestions.1.5 ResponseratesandpopulationcharacteristicsThe response rates to the census survey are reported in Table 1.1. For reasons of commercialconfidentiality, the totalUnionmembershipand thenumberof respondentsby targetgrouphavebeenredactedfromthisreport.Intotal,therewereover13,000respondents.Teachers formthe largestmembershipgroupand theyalsohada longer survey tocomplete thantheothergroups.Inaddition,thesurveywassentouttowardstheendofTerm2,whichformanyisabusytimeofreport-writing.Theseissuesmayexplainthelowerresponserateincomparisonwiththeother targetgroups.The final response rate for teachersof34per cent is slightlyhigher thanthat achieved in the Staff in Australia’s schools survey (SiAS) conducted in 2013,which nationally


19

achievedafinalresponserateofabout33percentofthepopulationsampleand,inVictoria,28percentatprimaryleveland32percentatsecondarylevel.5The next largest groupwere Education Support staff. Therewere fewer questions asked and theresponseratewas41percent.TheresponserateforPrincipalClasswasamajority,at55percent.

Table1.1:AEUmembershipproportionsandresponseratesbyschoolstaffemploymenttype

AEUMembership SurveyRespondents

Number % Number %Response

rate%EducationSupport 41.3Teacher 33.6PrincipalClass 55.0Total 100.0 13,454 100.0 PopulationandsurveyrespondentcharacteristicsThe SiAS survey was a sample survey whereas the present survey is a census survey. As such,achievingaresponseofonethirdormoreofthetotalpopulationsurveyedhasledtoalargedataset.Becausea fullcensuswasnotachievedthepossibilityexists that therespondingpopulation isnotrepresentative.ThefollowingtablescomparetheeligibleAEUmembershippopulationtothesurveyrespondentsinseveraldemographicareasasameanstoestablish,atleastforthoseareasthatitispossibletomeasure,thatsurveyrespondentsmatchthepopulationproportionally.Table1.2showsthatteachersandeducationsupportstaffinsecondaryschoolshaveaslightlyhigherrepresentation in the survey than in the population. The proportions are not large enough towarrantanyweighting,particularlyasseveralthousandrespondentsareincludedineachgroup,andprimaryandsecondarylevelsaretreatedseparatelyinallanalyses.

Table1.2:AEUmembershipandsurveyrespondentsbyschoolinglevelandstaffemploymenttype


Primary

%Secondary

% Primary

%Secondary

%EducationSupport 66.0 34.0 61.1 38.9Teacher 58.3 41.7 54.8 45.2PrincipalClass 66.8 33.2 68.5 31.5Total 60.1 39.9 57.1 42.9Table 1.3 looks at gender and differences here are within two percentage points. Femalemembership and survey response is very high in Education Support. This is similar to the overallproportionsforEducationSupportStaffinVictoriangovernmentschoolswhich,in2015,was87percentfemale.Theproportionofmales(28%)andfemales(72%)ingovernmentschools in2015wasalsosimilartothatofAEUmembership.6

5McKenzie,etal.(2014).6ABS(2016)4221.0Table50a.


20

Table1.3:AEUmembershipandsurveyrespondentsbygenderandstaffemploymenttype


Male

%Female

% Male

%Female

%EducationSupport 8.3 91.7 7.0 92.9Teacher 26.2 73.8 24.8 75.1PrincipalClass 40.7 59.3 39.0 61.0Total 23.6 76.4 22.0 77.8Theproportionofeachtargetgroupworkinginmetropolitanandnon-metropolitanareaswasalsorepresentativeoftheoverallUnionmembership,asshowninTable1.4.Thisissimilartothenationalmetropolitandistributionforteachers(73%primary,71%secondary)recordedintheSiASsurvey.7

Table1.4:AEUmembershipandsurveyrespondentsbyschoollocationandstaffemploymenttype


Metro

%Non-metro

% Metro

%Non-metro

%EducationSupport 70.0 30.0 67.6 32.4Teacher 72.6 27.4 72.7 27.3PrincipalClass 65.3 34.7 66.2 33.8Total 71.8 28.2 71.1 28.9School socioeconomic status (SES) was developed by linking school postcodes to the ABS Socio-EconomicIndexesforAreas(SEIFA),whichisameasurerankinglocationsbasedonthe2011census.8Asthisstudyisstate-based,theSEIFArankingsforVictoriawereused.EachschoolwasallocatedtheSEIFA decile associated with its postcode. The deciles were then grouped into three broad SESgroups:High(deciles8-10),Medium(deciles4-7)andLow(deciles1-3).Table1.5againshowsthatthe survey responsewas representative of theUnionmembership in terms of the proportions ofresponsesbySES.

Table1.5:AEUmembershipandsurveyrespondentsbySESandstaffemploymenttype

AEUMembership SurveyRespondentsSES

SEIFAStateLow%

Medium%

High%

Low%

Medium%

High%

EducationSupport 39.7 35.8 24.6 41.2 35.3 23.5Teacher 32.4 35.0 32.6 31.9 35.1 33.0PrincipalClass 33.7 36.3 29.9 33.5 36.0 30.5Total 33.8 35.2 31.0 34.0 35.2 30.8Anothermeasureoftherepresentationofrespondentsisinproportiontoschoolsize.Schoolsizeisbased on student enrolment data for each school. Schools have been grouped into four size

7McKenzie,etal(2014),Table3.1.8FormoreinformationonSEIFAandtheindexesthatmakeupthesummarymeasure,see:http://www.abs.gov.au/ausstats/[email protected]/Lookup/by%20Subject/2033.0.55.001~2011~Main%20Features~Main%20Page~1


21

categories.Primaryandsecondaryschoolcategoriesdifferduetothedifferencesinenrolment;mostprimaryschoolshaveasmallerenrolmentthantheirsecondarycounterparts.Tables1.6and1.7showthattheproportionofsurveyrespondentsbyschoolssizeisverysimilartothatofthemembershippopulation,lessthanonepercentagepointdifferenceinmostcases.

Table1.6:AEUmembershipandsurveyrespondentsbyprimaryschoolsizeandstaffemploymenttype

AEUMembership SurveyRespondentsPrimaryschoolenrolmentsize

<200%

200.1-400%

400.1-600% >600%

<200%

200.1-400%

400.1-600% >600%

EducationSupport 32.5 29.9 19.6 18.0 32.0 31.0 18.7 18.3Teacher 19.6 29.4 26.5 24.4 19.0 30.0 26.6 24.3PrincipalClass 36.1 31.3 19.9 12.8 36.3 32.3 18.9 12.5Total 23.0 29.6 24.8 22.5 23.4 30.4 24.2 22.0

Table1.7:AEUmembershipandsurveyrespondentsbysecondaryschoolsizeandstaffemploymenttype

AEUMembership SurveyRespondentsSecondaryschool

enrolmentsize<400

%400.1-800%

800.1-1200%

>1200%

<400%

400.1-800%

800.1-1200%

>1200%

EducationSupport 19.6 31.1 28.7 20.6 19.6 31.5 29.1 19.8Teacher 16.3 27.5 30.0 26.2 15.6 28.6 30.1 25.7PrincipalClass 21.4 31.0 28.0 19.6 23.6 28.7 27.4 20.3Total 17.0 28.2 29.8 25.0 16.8 29.2 29.8 24.3Tables1.2 to1.7showthat in thoseareas forwhichdata isavailable–employment type,gender,schooling level, location, SES and school size – the proportions of respondents to the survey arerepresentativeoftheproportionsfoundinthepopulationofunionmembers.1.6 AdditionaldemographicbackgroundofsurveyrespondentsPrimaryandsecondaryschoolstendtobequitedifferentenvironments.Themajorityofteachersata primary school are generalists and teach all subjects to one class of students. The studentsgenerally spend themajority of their time in a given yearwith one teacher in one classroom. Atsecondarylevelteacherstendtoteachindisciplineorlearningareasandstudentsmovetodifferentclassroomsandhavedifferentteachersforeachsubjectarea.Primaryschoolsaregenerallysmallerthantheirsecondarycounterpartsandtherearemoreofthemasaresult.As such,analysisof the teacherworkforce tends to separate theprimaryandsecondary levels, ashasbeenthecaseintheSiASsurveysandreports.Thisreportalsoconsidersprimaryandsecondaryschools separately in analysis. In addition, combined schools (primary and secondary) and specialschoolsareconsideredseparately.Alargemajorityofrespondentswerefromprimaryorsecondaryschools (see Table 2.1) and themajority of the analysis therefore considers these two groups. Assuch,whereonlyprimaryandsecondaryschoolsarereported,thesefiguresdonotincludeteachersincombinedandspecialschools.Therestofthereportsplitsintoseparateanalysesofthethreeemploymenttypes.Chapters2to5lookatteachers,Chapter6atprincipalsandChapter7ateducationsupportstaff.Tables1.8to1.10


22

providesomeadditionaldemographic informationby school levelandemployment type together,forcomparativepurposes.

Table1.8:Proportionsofstaffinprimaryandsecondarysettingsbyemploymenttypeandgeolocation

Primary Secondary

GeolocationMetro

%Provincial

%Remote

% Metro

%Provincial

%Remote

%EducationSupport 71.1 24.2 4.6 69.9 23.2 6.9Teacher 76.2 20.5 3.3 73.2 22.0 4.7PrincipalClass 65.0 28.2 6.8 75.8 17.8 6.4Total 74.1 22.0 3.9 72.7 22.0 5.2

Table1.9:ProportionsofstaffinprimaryandsecondarysettingsbyemploymenttypeandSES

Primary SecondarySES

SEIFAStateLow%

Medium%

High%

Low%

Medium%

High%

EducationSupport 40.0 36.3 23.7 43.2 33.7 23.1Teacher 30.7 36.4 32.9 33.3 33.5 33.2PrincipalClass 33.6 38.4 27.9 33.3 30.6 36.1Total 33.0 36.6 30.4 35.2 33.4 31.4

Table1.10:Averageageinyearsofstaffinprimaryandsecondarysettingsbyemploymenttypeandgender

Primary(years) Secondary(years)Averageageinyears Male Female Persons Male Female Persons

EducationSupport 47.1 51.0 50.8 47.1 51.7 51.2Teacher 39.6 42.3 41.9 45.3 43.1 43.8PrincipalClass 49.8 52.1 51.3 50.0 51.3 50.7


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2. TEACHERS:POPULATIONDESCRIPTION2.1 IntroductionThis chapter provides a description of the teaching population represented by theAEUWorkloadSurvey. It contains demographic information on the distribution of teachers, and breakdowns byvariablessuchasClassroomteacherandLeadingteacher,andbyschool type (Primary,Secondary,CombinedandSpecialistSchool).Wherepossible,theUnionmembershippopulationiscomparedtothe overall population of Victorian government school teachers using data from the ABS SchoolsAustralia collection, the Staff inAustralia’s Schools (SiAS) 2013 survey and state governmentdatafrom2013collectedintheVictorianTeacherSupplyandDemandReport.92.2 DemographicsTeachers could indicate four school types. As shown in Table 2.1, the majority were either in aprimary school or a secondary school. In both cases, this numbers several thousand respondents.Smallerproportionswereincombined(primaryandsecondary)schoolsandspecialistschools.Theserespondentsnumberedinthehundreds.10

Table2.1:Proportionofteachersbyschooltype

Schooltype %Primary 47.4PrimaryandSecondary 7.1Secondary 41.4Specialistschool 4.1Total 100.0ABS 2015 figures for Victorian government primary schools show that the proportion of full-timeequivalent (FTE) teacherswho aremale is 22 per cent.11 Headcount figuresmay be lower due todifferentlevelsofpart-timeworkamongstmaleandfemaleteachers.TheSiASsurveyreportedthattheproportionofmaleprimaryteachersinVictoria(allsectors) in2013was20percent.Table2.2showsaslightlylowerproportionofmalesinprimaryschoolsat16percent.Table 2.2 also records a lower average age for male (39 years) compared to female (42 years)primary teachers, while at the secondary level male teachers (45 years) were slightly older onaveragethantheirfemale(43years)counterparts.TheSiASsurveyreportedasimilardifferenceforsecondaryteachersnationally(males46years,females44years)butlittledifferenceattheprimary

9ForABS4221.0SchoolsAustralia,seehttp://www.abs.gov.au/AUSSTATS/[email protected]/DetailsPage/4221.02015?OpenDocument;forSiASseeMcKenzie,Weldon,Rowley,Murphy&McMillan(2014):https://www.education.gov.au/school-teacher-workforce-data-reports;fortheVictorianreportseeWeldon,Shah&Rowley(2015):http://www.education.vic.gov.au/about/careers/teaching/Pages/demand.aspx10Theteachersmostcommonlyconsideredintablesthroughthisreportarethoseinprimary,secondaryandspecialistschools.Wheretheseareindicated,teachersincombinedschoolshavenotbeenincluded,unlessotherwisestated.11ABS(2016)4221.0Table51a


24

level.12ThemostrecentVictorianTeacherSupplyandDemandReportdoesnotdisaggregateagebygender but does indicate a rise in the 25-34 age group at the primary level between 2010 and2013.13

Table2.2:Proportionofmaleandfemaleteachersandaverageagebyschooltype

Proportioninsurvey(%) Averageage(years) Male Female Male FemalePrimary 16.4 83.5 38.8 42.2PrimaryandSecondary 26.7 73.3 45.1 41.9Secondary 34.5 65.2 45.2 43.1Specialistschool 18.6 81.2 45.7 44.2Total 24.7 75.1 43.2 42.62.3 ExperienceThe averagenumber of years teaching reported for theUnionmember population in Table 2.3 ismuchthesameasthatreportedatthenationalandVictorian(allsectors)levelsintheSiASsurvey.14TheaveragelengthoftimeemployedatcurrentschoolreportedintheSiASsurveyisalsosimilarandshows thatmales tend to have a slightly lower average than females at the primary level and aslightlyhigheraverageatthesecondarylevel.15Teachersatsecondaryschoolstendtohavestayedattheircurrentschoolforlonger,onaverage,thantheirprimarycounterparts.

Table2.3Averageyearsteachingandatcurrentschoolbygenderandschooltype

Averageyearsteaching Averageyearsatschool Male Female Male FemalePrimary 12.1 15.8 7.2 9.7PrimaryandSecondary 17.6 14.9 9.8 8.6Secondary 17.2 16.0 10.7 10.4Specialistschool 17.0 16.3 7.7 8.5Total 15.6 15.9 9.4 9.82.4 BasisofemploymentTeacherswereaskedaboutthenatureoftheiremployment, includingtheirtime-fraction,thetypeofcontracttheywereonandtheirsalaryrange.Table2.4showsthatthemajorityofteachersareemployed on a permanent/ongoing basis,with a slightly higher proportion of secondary teachers(88%)inapermanentposition.TheproportionsareslightlyhigherthanthenationalproportionsinSiAS 2013.16Of those in contract positions, themost common contract length is one year (13.5%primary,8%secondary).Inspecialschools,contractsofthreeyearsormore(9.5%)areslightlymorecommonthanothercontractslengths.

12McKenzie,etal(2014),Table3.2.13Weldon,Shah&Rowley(2015),Figure3.12.14McKenzie,etal(2014),Table7.4.15McKenzie,etal(2014),Table5.6.16McKenzie,etal(2014),Table5.2.


25

Aboutthreequartersofteachersworkfulltime,withprimary(78%)slightlyhigherthansecondary(74%).ThesedataaresimilartoSiAS,althoughatthenationallevel,parttimeworkisslightlyhigherin primary settings (73%primary, 80.5% secondary).17Of thosewhowork part time, themajorityworkatleastthreedaysperweek(0.6FTE).

Table2.4:Teachers’basisofcurrentemployment,byschooltype

Primary

%

Primary&Secondary

%Secondary

%

Specialistschool

%Typeofposition Ongoing/permanent 80.8 82.0 87.9 73.1Contract3+years 0.7 2.5 1.2 9.5Contract2years 1.3 2.2 1.0 5.3Contract1year 13.5 9.0 7.7 8.3Contract<1year 1.0 1.9 1.1 2.0FamilyleaveContract 2.7 2.4 1.2 1.8Total 100.0 100.0 100.0 100.0Timefraction Parttime<0.6FTE 5.9 3.8 2.4 5.5Parttime0.6-0.9FTE 15.0 21.2 23.2 20.4Fulltime1.0FTE 78.3 74.6 73.8 73.1Onleave 0.8 0.4 0.5 1.0Total 100.0 100.0 100.0 100.0Teachers in part time positions were asked about their time-fraction. Table 2.5 shows that themajority(about80%)wantedtoremainattheircurrenttime-fractionsuggestingthattheirhoursofwork were their choice. Of those who wanted to change, the majority at both primary andsecondary levelswould prefer to increase their current time-fraction. In special schools, a slightlyhigherproportionwouldprefertodecreasetheirtime-fraction.

Table2.5:Time-fractionpreferencesforteachers,byschooltype

Part-time,wouldliketo:Primary

%

Primary&Secondary

%Secondary

%

Specialistschool

%Decreasetime-fraction 6.2 14.1 8.9 8.9Retaincurrenttime-fraction 80.0 68.8 80.8 86.1Increasetime-fraction 13.8 17.1 10.4 5.0Total 100.0 100.0 100.0 100.0Table 2.6 shows that the majority of survey respondents were classified as Classroom Teachers.AboutsixpercentofrespondentsattheprimarylevelwereLeadingTeachers,aswere12percentatsecondarylevel.Paraprofessionalsareusuallypeoplewithprofessionalexpertiseemployedforfixedperiodsincircumstanceswherearegisteredteacherisnotavailable.18Thisemploymentclassisalsousedincertaincircumstancestoallowparticipantswhoarenotfullyregisteredasteacherstoteach

17McKenzie,etal(2014),Table5.2.18See:http://www.education.vic.gov.au/hrweb/careers/Pages/career_structure_ts.aspx


26

whileundertakingstudy(e.g.TeachforAustralia).Thoseintheparaprofessionalcategoryrepresentaverysmallproportionoftheteacherworkforce.

Table2.6:Proportionofteachersbyemploymentclassificationandschooltype

Primary

%

Primary&Secondary

%Secondary

%

Specialistschool

%Paraprofessional 0.3 0.4 0.4 1.0Classroomteacher 93.3 89.3 87.2 89.4Leadingteacher 6.4 10.3 12.4 9.5Total 100.0 100.0 100.0 100.0Table 2.7 indicates the proportion of teachers responding to the survey by the year levels theycurrently teach. Themajority are either generalist primary teachers (36%) or secondary teachers(43%). About 10 per cent teach a specialist subject at primary level and four per cent are bothgeneralistandspecialistatprimarylevel.Asmallproportionteachacrosstheyearlevelsincombinedschoolsand3.5percentteachungradedstudents,whichwillmostcommonlybeinspecialschools.

Table2.7:Proportionofteachersbygeneralistorspecialistandyearlevelscurrentlyteaching

%Generalistprimaryteacher 36.2Generalist/specialistprimaryteacher 3.8P-6subjectspecialist 9.7P-12subjectspecialist 2.4Secondaryteacher 43.0Ungradedstudentteacher 3.5Noface-to-faceload 1.5Total 100.02.5 SecondaryteachingareasSecondary teachers were asked to indicate which subjects they taught within the broad learningareas specified by the Victorian curriculum, which is the required F-10 curriculum in Victoriangovernmentschools.19Table2.8indicatestheproportionsofteachersteachingineachareaatyears7-10andyears11-12.Asteacherstendtoteachmorethanonesubject,columnstotaltomorethan100percent.19See:http://victoriancurriculum.vcaa.vic.edu.au/overview/curriculum-design/learning-areas-and-capabilities


27

Table2.8:Proportionofsecondaryteachersbylearningarea,forallrespondentsandfull-timerespondents

Secondaryteachers

AllSecondary

teachers%Full-timeClassroom

teachers(N>2,000)% Yr7-10 Yr11-12 Yr7-10 Yr11-12The Arts (Dance, Drama, Media Arts, Music, Visual Arts,VisualCommunication,Design) 13.6 9.3 13.1 8.9English/literacy 25.3 16.8 25.6 16.9HealthandPhysicalEducation 11.7 6.9 12.4 6.9The Humanities (Civics and Citizenship, Economics andBusiness,Geography,History) 21.5 11.8 22.9 12.5Languages 6.3 2.6 6.1 2.7Mathematics/numeracy 21.5 12.8 24.7 14.5Science 18.3 15.0 21.1 17.1Technologies(DesignandTechnologies,DigitalTechnologies) 11.7 6.2 12.6 7.2Other (e.g. Integrated Studies, Environmental Education,Library,VET,VCAL,SpecialNeeds) 7.8 10.9 8.2 11.3


28

3. TEACHERS’WORKLOAD3.1 IntroductionThischapterreportstheresultsofaquestionthataskedteachersto indicatehowmuchtimetheyspenton14differentactivitiesinatypicalweek,inthreedifferenttimeperiods:duringtheirregularworkinghours(38hoursforafull-timeteacher);outsidetheirregularhoursduringtheweek(beforeschoolandduringtheevening);andonweekends.Thequestionisreportedseparatelyforfull-timegeneralistprimaryteachersandfull-timesecondaryteachers.Ina follow-upmini-survey runby theUnion, inweek fiveofTerm3, teacherswereaskedasingleadditional question: how many hours they spent on all job-related activities in the past week(MondaytoSunday).Thisadditionalquestionwasrunseparatelyastheoriginalsurveyhadaskedforhoursworkedondifferentactivities ina typicalweekand the results,whensummedtoachieveatotal amount, were considerably higher on average than equivalent surveys such as the Staff inAustralia’sSchools(SiAS)surveys.Twopossiblereasonsforthehighaveragehourswerethetimingofthesurvey,whichwasattheendofTerm2duringreport-writing,andthenatureofthequestionasked. Inaskingteacherstobreakdownthetimetheyspenton14differentactivitiesinthreedifferenttimesduringtheweek(atotalof42possibleentries), thetendencytoaveragetothenearesthour,andto includeasanaverageactivities thatmaynotoccureveryweek (but theaverage timewhentheydooccur is includedastypical)mayhave resulted in higher estimations, even though a summed totalwas shownon thepageastimeswereentered.Responsestothesingleadditionalquestionwerematchedtothemainsurveyresponses.TheresultsarediscussedinSection3.2.3.2 5711Fulltimeteachers:hoursworkedinaweekTeacherswereaskedtoindicatehowmanyhourstheyspentonalljob-relatedactivitiesinthepastweek (Monday to Sunday). That is, in this case, teacherswere asked about a specificworkweekratherthantoprovideanaveragenumberofhoursworkedinatypicalweek,whichisthequestionasked in theSiASsurvey.For themajorityof respondents, the ‘pastweek’wouldhavebeenweekfiveofTerm3(8-14August).Thiswasunlikelytobeanunusualworkingweekformostteachers–itwasnotrightatthebeginningorendofatermforexample,nonationalexamswerehappening,andreportwritinghadbeendone towards theendofTerm2.As such, thisweekcould reasonablybeconsideredatypicalweek.Table3.1showsthattheaveragehoursworkedovertheweekforfull-timeteachersatprimary(52.8hours)andsecondary(53.2hours)wereaboutfivehourshigherthantheaveragehoursindicatedfora typical week in the SiAS surveys, which were 48 hours per week for primary and secondaryteachersatthenationalleveland45.5hoursforprimary,47hoursforsecondaryatVictorianstatelevel (all sectors).20 That said, SiAS did show figures as high as 50.5 hours per week for SouthAustraliaand50.2hoursperweek forNSWand theACT.A2005 surveyofNewZealand teachers

20McKenzieetal.(2014),Table5.12.


29

found an average of 49.9 hours per week for full-time teachers.21 A more recent survey in NewZealandfoundthatfull-timesecondaryteacherswereworking52.4hoursperweekonaverage.22Thecurrentfiguressuggestthattherehasbeenariseofaboutthreehoursintheaveragetimespentworkingoveratypicalweek.Previousworkhasshownthatworkloadinschoolscanbecyclical,withhigherlevelsofworkatcertaintimesofyear.23 It isworthnotingthatSiASdataiscollectedoveraperiodofmonths(May-August),whichencompassestheendofTerm2,whichcanoftenbeabusytime of report-writing, but also includes May and August, which, in comparison, are somewhatquieter.Giventhatthecurrentfigureswerecollectedinwhatshouldbearelativelyquietperiod,thehighaverageispotentiallyofsomeconcern.About48percentofprimaryteachersand46percentofsecondaryteachersworkedupto50hoursovertheweek.Aboutonequarterofteachersatbothlevelsworkedbetween50and55hours.Onethirdofsecondaryteachersand29percentofprimaryteachersworkedover55hours.

Table3.1:Full-timeteachersaveragehoursperweek,byschooltype

Fulltimeteachers,hoursperweek

Primary%

Primary&Secondary

%Secondary

%

Specialistschool

%Upto45hours 17.4 22.2 19.0 28.345.1to50hours 31.1 25.4 27.0 28.350.1to55hours 23.2 22.8 21.1 24.555.1to60hours 15.5 18.5 17.9 10.4Over60hours 12.9 11.1 15.0 8.5Total 100.0 100.0 100.0 100.0Averagehoursperweek 52.8 52.3 53.2 51.0Table3.2showsthat intheweekconsidered,LeadingteachersworkedanadditionaltwohoursonaveragethandidClassroomteachers,atabout55hoursperweek.

Table3.2:Full-timeteachersaveragehoursperweek,byemploymentclassification

Fulltimeteachers,Averagehoursperweek

PrimaryHours

SecondaryHours

Classroomteachers 52.7 52.9Leadingteachers 54.9 54.8Fulltimeaverage 52.8 53.2

21Beavis(2005),p.26.22PPTA(2016),p.24.23Beavis(2005),p.27.


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3.3 TimeontaskTeacherswere asked to indicatehowmuch time they spent on a given activity in a typicalweek.Withinthatweek,theywereaskedtoconsiderthreedifferenttimes.Requiredtimeisthetimetheyarepaidtowork.Inthecaseofafull-timeteacher,requiredtimeis38hoursperweek.Muchofthistime is spent at school. Weekday non-required time is that time outside of the 38 hours spentworking.Thismayincludetimebeforetheschooldaybutthemajorityofthetimewouldbeduringtheevening.Teacherswerealsoaskedtoindicatetheamountoftimetheyspentonactivitiesduringtheweekend.Full-timegeneralistclassroomprimaryteachersThe first group considered are full-time generalist classroom primary teachers. Full-time teacherswerechosenastheyareamajorityandaremostlikelytohaveafullteachingload.Leadingteachersand paraprofessionals were not included. Table 3.3 shows the proportion of full-time generalistprimary teachersundertakingeachactivityduring the three times.The table is split into teaching-related tasks andother school activities, and activities in each section areorderedby thehighestproportionsundertakingthemduringrequiredhours.Allfull-timegeneralistprimaryteacherswerespendingsomeoftheirrequiredhoursteachingfacetoface. Very high proportions were also able to use some of their required time for planning andpreparing(98%),andfordevelopinganddocumentinglessonplansandunitsofwork(88%).Planningand preparing was also undertaken by a large majority of teachers during evenings (93%) andweekends (83%).Marking and tasks related to assessment were also commonly done during theschoolday,eveningsandweekends.Workduringweekendswasprimarily teachingrelated,withhighproportionsof teachersspendingtimeplanning(83%),developinglessons(70%)andmarkingwork(64%).Almosthalfofallgeneralistprimaryteacherstypicallyspentsomeoftheirweekendonadministration(48%)andjustunderonequarter spent timeworking on tasks related to additional duties forwhich theywere responsible(22%).Onlyaboutonethirdofprimaryteachersweretypicallyinvolvedinco-orextra-curricularactivitiesduringrequiredtimeandonlyaboutoneintenoutsiderequiredtime.


31

Table3.3:Proportionoffull-timeprimarygeneralistteachersundertakingactivitiesoveratypicalweek

Full-timePrimaryGeneralistTeachers(N>1,000)Average participation rates – proportion of teachers indicating thattheyspenttimeoneachactivity

%teachersdoingactivity

Requiredtime

Weekdaynon-req

timeWeekend

timeTeaching-relatedtasks Face-to-faceteachinghours 100.0 - -Planningandpreparing(individuallyorcollaboratively)-includetimesearchingformaterials,photocopyingclassmaterials,etc. 98.0 92.8 82.6Developinganddocumentinglessonplansand/orunitsofwork 88.3 79.6 70.4Communicatingwithparents/guardians(includingdigitalcommunication) 79.0 53.1 10.0Markingandtasksrelatedtoassessment 77.8 81.9 64.0Managingissuesrelatedtoyourteaching,e.g.chasinglateassignments 54.4 21.4 2.0Preparingandgivingfeedbackoutsideclasstime(includingviaemail) 52.3 54.7 23.9Talkingtostudentsaboutcurriculumcontent/classroomwork(otherthanaspartofformalfeedback).Includeemailcorrespondenceorotherdigitaltools 45.3 14.8 4.4Otherschoolactivities Yarddutyandothersupervisoryroles 98.9 3.6 -Talkingtostudentsaboutissuesoutsideofcurriculumcontent/classroomwork(egstudentwelfare/wellbeingissues,studentengagementandmanagementissues)Includeallformsofdigitalcommunication 82.5 21.6 2.0Allothermeetings 80.1 34.3 1.0Allotheradministrativeduties,includingrecord-keeping,readingandrespondingtoallformsofdigitalcommunication,etc. 75.4 71.1 47.8Workrelatedtoanyspecificadditionaldutiesyouareresponsiblefor,includingmeetingsandallformsofdigitalcommunicationrelatedtotheseduties 71.1 53.6 22.4Mentoringofotherteachers,supervisionofstudentteachers 54.2 29.2 7.2Co/extra-curricularactivities(e.g.sportsandclubs) 35.1 12.5 3.1Additionalduties–allocatedtime 17.3 - -HavingestablishedtheproportionsofteachersundertakingeachtaskinTable3.3,Table3.4showstheaveragehoursthoseteachersspentoneachactivity.24Themaximumface-to-facehoursofworkingovernmentprimaryschoolsis22.5hours25anditisclearthatthemajorityoffull-timegeneralistprimaryteachersatClassroomlevel(i.e.notLeadingteachers)dospendabout22hoursteaching.Assuch,thereisabout16hoursofrequiredtimeduringtheweekforotheractivities.Proportionally, about 79 per cent of required time is spent on teaching (56% or 22 hours) andteaching relatedactivities (23%or about9hours).One fifthof required time is typically spentonotherschoolactivities(21%orabout8hours)andonethirdofthattime(i.e.7%outof21%orjustunder3hours)isspentonadministrationandinmeetings.Evenings, or time during weekdays outside of required hours, spent working averages about 11hours in a typical week. Most of this time is spent on teaching-related tasks (71% or about 7.5

24Onlyteacherswhospenttimeontheactivityareincludedintheaveragehours,sotheaveragesareofhoursspentanddonotincludeteacherswithzerohours.25http://www.education.vic.gov.au/hrweb/Documents/Management_of_teacher_work-guide.pdf


32

hours). The time is primarily used for planning andpreparing (29%or about 3 hours), developinglessonplans(16%orabout1.5hours)andmarking(14%orabout1.5hours).About29percentofweekday time outside required hours is spent on other activities, the largest of which isadministration(10%orabout1hour).Onaverage,generalistprimaryteachersspendaboutfivehoursworkingovertheweekend.Thevastmajorityofthistime,about84percentoroverfourhours,isspentonteaching-relatedtasks,againprimarilyplanningandpreparing,developinglessonsplansandmarking.About16percent,oronehour,isspentonadministrativetasksandworkrelatedtoadditionalduties.

Table3.4:Averagehoursspentonactivitiesbyfull-timeprimarygeneralistteachersoveratypicalweek

Full-timePrimaryGeneralistTeachers(N>1,000)Averagehoursdonotincludethosewhoindicated0hours

Averagehours

Requiredhours

Weekdaynon-reqhours

Weekendhours

Teaching-relatedtasks Face-to-faceteachinghours 21.6 - -Planningandpreparing(individuallyorcollaboratively)-includetimesearchingformaterials,photocopyingclassmaterials,etc. 3.3 3.5 2.2Developinganddocumentinglessonplansand/orunitsofwork 2.1 2.2 1.9Communicatingwithparents/guardians(includingdigitalcommunication) 1.1 1.0 0.8Markingandtasksrelatedtoassessment 1.7 1.9 1.6Managingissuesrelatedtoyourteaching,e.g.chasinglateassignments 1.0 0.9 -Preparingandgivingfeedbackoutsideclasstime(includingviaemail) 1.1 1.2 1.0Talkingtostudentsaboutcurriculumcontent/classroomwork(otherthanaspartofformalfeedback).Includeemailcorrespondenceorotherdigitaltools 1.4 0.9 0.8Otherschoolactivities Yarddutyandothersupervisoryroles 1.4 - -Talkingtostudentsaboutissuesoutsideofcurriculumcontent/classroomwork(egstudentwelfare/wellbeingissues,studentengagementandmanagementissues)Includeallformsofdigitalcommunication 1.4 1.1 -Allothermeetings 2.1 1.4 -Allotheradministrativeduties,includingrecord-keeping,readingandrespondingtoallformsofdigitalcommunication,etc. 1.5 1.6 1.3Workrelatedtoanyspecificadditionaldutiesyouareresponsiblefor,includingmeetingsandallformsofdigitalcommunicationrelatedtotheseduties 1.7 1.5 1.2Mentoringofotherteachers,supervisionofstudentteachers 2.0 1.5 -Co/extra-curricularactivities(e.g.sportsandclubs) 1.1 1.1 -Additionalduties–allocatedtime 1.3 - -Overall,inatypicalweekfull-timegeneralistprimaryteachersspendabout39percentoftheirtimeteachingandanequalamountoftimeonteaching-relatedactivities(39%)foratotalof78percentonteachingandteaching-relatedactivities.Otheractivitiestookupatotalof22percentofatypicalweek.Thatis,full-timegeneralistprimaryteachersspendabout41hoursonteachingandteaching-relatedtasksinatypicalweekandafurther11.5hoursonotheractivities.


33

FulltimesecondaryteachersTable3.5showstheproportionoffull-timesecondaryteachersundertakingwork-relatedactivitiesinatypicalweek.Theteaching-relatedtasksandotheractivitiesareordereddifferentlyfromthoseofprimaryteachersandtheproportionsindicatesomeofthedifferencesintheprimaryandsecondaryenvironments.Forexample,amuchhigherproportionofsecondaryteachersspendtimemanagingissues related to teaching (86%) than do their primary colleagues (54%). It is likely that primaryteachersteachinghigheryearlevelsaremorelikelytospendtimeonthisthanteachersintheearlyyears.Thesamegoesfortalkingtostudentsabouttheirworkoutsideofface-to-faceteachingtime(80%secondary,45%primary).

Table3.5:Proportionoffull-timesecondaryteachersundertakingactivitiesoveratypicalweek

Full-timeSecondaryTeachers(N>1,000)Averageparticipationrates–proportionofteachersindicatingthattheyspenttimeoneachactivity

%teachersdoingactivity

Requiredtime

Weekdaynon-req

timeWeekend

timeTeaching-relatedtasks Face-to-faceteachinghours 100.0 - -Planningandpreparing(individuallyorcollaboratively)-includetimesearchingformaterials,photocopyingclassmaterials,etc. 96.7 84.8 73.4Managingissuesrelatedtoyourteaching,e.g.chasinglateassignments 86.3 28.0 5.6Developinganddocumentinglessonplansand/orunitsofwork 87.0 69.0 54.6Talkingtostudentsaboutcurriculumcontent/classroomwork(otherthanaspartofformalfeedback).Includeemailcorrespondenceorotherdigitaltools 80.2 43.7 20.4Communicatingwithparents/guardians(includingdigitalcommunication) 78.6 41.7 12.2Markingandtasksrelatedtoassessment 79.8 81.8 77.0Preparingandgivingfeedbackoutsideclasstime(includingviaemail) 75.9 63.3 39.0Otherschoolactivities Yarddutyandothersupervisoryroles 95.9 4.0 -Allothermeetings 83.8 22.1 -Talkingtostudentsaboutissuesoutsideofcurriculumcontent/classroomwork(egstudentwelfare/wellbeingissues,studentengagementandmanagementissues)Includeallformsofdigitalcommunication 80.5 19.4 -Allotheradministrativeduties,includingrecord-keeping,readingandrespondingtoallformsofdigitalcommunication,etc. 80.7 56.4 34.3Workrelatedtoanyspecificadditionaldutiesyouareresponsiblefor,includingmeetingsandallformsofdigitalcommunicationrelatedtotheseduties 71.6 36.6 15.2Mentoringofotherteachers,supervisionofstudentteachers 51.0 16.0 -Additionalduties–allocatedtime 44.9 - -Co/extra-curricularactivities(e.g.sportsandclubs) 37.4 17.0 3.9Aswithprimary teachers, planningandpreparing is themost commonactivityundertakenduring(apartfromteachingitself)andoutsiderequiredhours.Nexttoplanning,markingandassessmentismostcommonoutsiderequiredhours,andisthemostcommonactivityundertakenontheweekend(77%)atsecondarylevel.


34

The proportion of teachers undertaking other (non-teaching related) school activities is similar toprimary teachers during required hours. In most cases, slightly lower proportions of secondaryteachersspendtimeonotherschoolactivitiesoutsiderequiredhours.Themaximumface-to-facehoursofworkforsecondaryteachersingovernmentschoolsis20hours.Table3.6showsthatsecondaryface-to-facehoursisslightlylowerthanthemaximumonaverage,atjust over 18 hours. Aswith primary teachers, themost time is spent on planning and preparing,developing lesson plans and marking, although the proportion of teachers who do marking inrequiredhoursislower.Teachersspendaboutanhoureachtypically,onmanagingteachingrelatedissues,talkingtostudentsaboutteaching-relatedissuesandcommunicatingwithparents.

Table3.6:Averagehoursspentonactivitiesbyfull-timesecondaryteachersoveratypicalweek

Full-timeSecondaryTeachers(N>1,000)Averagehoursdonotincludethosewhoindicated0hours

Averagehours

Requiredhours

Weekdaynon-reqhours

Weekendhours

Teaching-relatedtasks Face-to-faceteachinghours 18.3 - -Planningandpreparing(individuallyorcollaboratively)-includetimesearchingformaterials,photocopyingclassmaterials,etc. 3.9 3.0 2.2Managingissuesrelatedtoyourteaching,e.g.chasinglateassignments 1.1 1.0 -Developinganddocumentinglessonplansand/orunitsofwork 2.3 2.1 1.9Talkingtostudentsaboutcurriculumcontent/classroomwork(otherthanaspartofformalfeedback).Includeemailcorrespondenceorotherdigitaltools 1.3 1.0 0.8Communicatingwithparents/guardians(includingdigitalcommunication) 1.1 1.0 0.8Markingandtasksrelatedtoassessment 2.2 2.5 2.6Preparingandgivingfeedbackoutsideclasstime(includingviaemail) 1.4 1.3 1.2Otherschoolactivities Yarddutyandothersupervisoryroles 1.1 - -Allothermeetings 2.1 1.3 -Talkingtostudentsaboutissuesoutsideofcurriculumcontent/classroomwork(egstudentwelfare/wellbeingissues,studentengagementandmanagementissues)Includeallformsofdigitalcommunication 1.5 1.1 -Allotheradministrativeduties,includingrecord-keeping,readingandrespondingtoallformsofdigitalcommunication,etc. 1.7 1.5 1.2Workrelatedtoanyspecificadditionaldutiesyouareresponsiblefor,includingmeetingsandallformsofdigitalcommunicationrelatedtotheseduties 2.1 1.6 1.3Mentoringofotherteachers,supervisionofstudentteachers 1.6 1.3 -Additionalduties–allocatedtime 2.6 - -Co/extra-curricularactivities(e.g.sportsandclubs) 1.4 1.8 -Proportionally, about 76 per cent of required time is spent on teaching (about 18 hours) andteaching-related activities (about 11 hours), and 24 per cent on other activities (about 9 hours).Meetings and administrative duties take about eight per cent of required time (about 3 hours).Aboutsevenpercentoftimeisspentonadditionalduties(about2.5hours),forwhichabouthalfofthetimeisallocatedtoadditionalduties.


35

Secondaryteachersspendabout10hoursworkingoutsiderequiredhoursduringweekdays.About79 per cent of this time (7.5 hours) is spent on teaching-related tasks, particularly planning andpreparing (25% or about 2.5 hours) andmarking and assessment (20% or about 2 hours). Of theother21percent (about2hours),about14percent (over1hour) is spentonadministrativeandadditionalduties.Typically,secondaryteachersspendaboutsixhoursworkingovertheweekend.Themostcommontask is marking and assessment which takes about one third of weekend working time, closelyfollowedbyplanningandpreparing(27%).Tasksrelatingtoteachingtakeupabout90percentoftimeontheweekend,withthemajorityoftherestofthetimespentonadministration.Overall,inatypicalweekfull-timesecondaryteachersspendaboutonethirdoftheirtimeteachingand45percentoftheirtimeonteaching-relatedactivitiesforatotalof79percentoftimespentonteachingand teaching-relatedactivities.Otheractivities tookupa totalof21percentofa typicalweek.Thatis,full-timesecondaryteachersspendabout42hoursonteachingandteaching-relatedtasksinatypicalweekandafurther11hoursonotheractivities.3.4 Out-of-fieldteachingOneareaofconcernwithregardtothequalityofteaching,butalsorelevanttoworkloadissues, istheextenttowhichteachersareteachingsubjectsotherthanthoseinwhichtheyhavespecialised.TheStaffinAustralia’sSchools(SiAS)surveyshaveprovideddataonthisissue26andarecentreportnotedthatteachersintheirfirsttwoyearsofteachingweremorelikelytobeteachingout-of-field(37%)thantheircolleagueswithmorethanfiveyearsofexperience(25%).27Asbeginningteachersareusuallystillfindingtheirwayaroundalltherequirementsofteaching,itwouldseemlikelythatbeing required to teach outside their subject specialisations would add to their planning andpreparationworkload.TheSiASsurveyscollecteddataonqualificationsandtertiarystudyaswellasinformationonover40individualsubjects taught inschools.ThepresentsurveycondensedthenumberofsubjectsbasedontheVictoriancurriculum(seesection2.5)anddidnotaskfordetailsofqualificationsandtertiarystudy.Instead,thesurveyprovidedadefinitionofin-fieldteachingashaving‘completedatleastoneyearoftertiarystudiesinthesubject’and‘tertiarystudiesorprofessionaldevelopmentinmethodsof teaching in this subject area’. To account for professional development and experience thequestionwentontoaskthatifteachershadbeenteachingasubject‘fortwoyearsormoreandfeelcomfortableand capable teaching the subject’ they shouldalso indicate that theywere in-field inthatsubjectarea.Table3.7showstheproportionsofsecondaryteacherswhoindicatedthattheywereteachingout-of-fieldinoneormoresubjectsineachoftheVictorianlearningareas.Resultsaresplitbyyears7-10and years 11-12.Areasoutside the learning areas,whichwould includeenvironmental education,Library,VETandVCAL,had thehighestnumberof teachers teachingout-of-fieldatoverone third(38%). The learningareasofhumanities (29%)and technologies (24%)had thehighestnumberofteachersteachingout-of-field inallyears.This issimilartotheSiASfindings,wheregeographyand

26Weldon,McMillan,Rowley&McKenzie(2014).27Weldon(2016),Figure5.


36

historyinthehumanities,andmediaandinformationtechnologyintechnologieswerethesubjectswithmostout-of-fieldteachersnationally(about40%eachexcepthistory,27%).28

Table3.7:Proportionofsecondaryteachersteachingout-of-field,bylearningarea

Youareteachingin-fieldifyouhavecompletedatleastoneyearoftertiarystudiesinthesubjectandhavecompletedtertiarystudiesorprofessionaldevelopmentinmethodsofteachinginthissubjectarea.Ifyoudonotfitintotheabovedefinitionbuthavebeenteachingthesubjectfortwoyearsormoreandfeelcomfortableandcapableteachingthesubjecttotheyearlevel(s)youarein,choose‘in-field’.

Secondaryteachers

out-of-field%

Yr7-10 Yr11-12TheArts(Dance,Drama,MediaArts,Music,VisualArts,VisualCommunication,Design) 16.9 12.1English/literacy 14.6 7.4HealthandPhysicalEducation 18.0 8.0TheHumanities(CivicsandCitizenship,EconomicsandBusiness,Geography,History) 28.5 18.1Languages 13.0 3.8Mathematics/numeracy 14.1 5.9Science 11.3 5.6Technologies(DesignandTechnologies,DigitalTechnologies) 24.0 15.9Other(e.g.IntegratedStudies,EnvironmentalEducation,Library,VET,VCAL,SpecialNeeds) 37.8 36.7Table3.8showstheproportionofsecondaryteachersinthesurveybytheiryearsofexperienceandtheiryearsattheircurrentschool.Thehighestproportionofteachersarethosewithmorethan15yearsofexperience(44%).

Table3.8:Proportionofsecondaryteachersbyyearsofexperienceandyearsatcurrentschool

Secondaryteachers

Yearsofexperience

%

Yearsatschool

%<=2years 6.3 15.13-5years 11.4 17.86-10years 21.8 30.211-15years 16.6 15.116+years 43.9 21.8Total 100.0 100.0Table 3.9 then shows the proportion of teachers teaching out-of-field based on their years ofexperience and years at their current school. The results are similar to those noted in furtheranalysisofSiAS2013,withthehighestproportionofout-of-fieldteaching(41%)amongstthosewiththe least experience, of two years or less. Given that the question asked took into accountexperienceandadditionaleducation,itisinterestingtonotethatonefifthofthosewithmorethan15 years of experience are teaching out-of-field: that is, 20 per cent of experienced teachers areteachingasubjectforwhichtheyhavenotcompletedtertiarystudiesorprofessionaldevelopment,havenotbeenteachingformorethantwoyears,anddonotfeelcomfortableorcapableofteachingthatsubject.28Weldon(2016),Figure3.


37

Levelofseniorityataschoolalsoappearstohaveanimpactontheextentofout-of-fieldteachingateacherundertakes,withthosewhohavebeenataschoolforlesstimemorelikelytobeteachingasubjectout-of-field.

Table3.9:Proportionofteachersteachingout-of-field,byyearsofexperienceandyearsatcurrentschool

Teachingout-of-field

SecondaryteachersYearsof

experience%Yearsatschool%

<=2years 40.6 34.93-5years 30.5 27.16-10years 26.3 24.211-15years 25.6 22.516+years 20.1 18.5Total 100.0 100.0


38

4. WORKLOADPERCEPTIONANDMANAGEMENT4.1 IntroductionThis chapter considers teachers’ views about their workload, its impact andmanagement. Theseperceptionsareconsidered inthe lightof theaveragehoursworked,andbysocioeconomicstatus(SES).Teacher responses to suggestions for thebettermanagementofworkloadarepresentedaswellastheareasteacherswouldprioritiseiftimeallowed.Thechaptercloseswithaconsiderationofteachers’perceptionsoftheirworkingenvironment.4.2 PerceptionofworkloadTeacherswereaskedtoindicatetheextenttowhichaseriesofstatementsappliedtothemona4-pointscalewhere1=Neverorseldom,2=Sometimes,3=Often,4=Nearlyalwaysoralways.Table4.1showsresponsesacrossthescaleforteachersinprimaryandsecondaryschools.Onlyaboutonefifthofteachersthinkthattheirworkloadisoftenornearlyalwaysmanageable,andaboutthesameproportionfeltthattheyoftenornearlyalwayshadagoodbalancebetweenhomeandwork.Around90per cent of teachers indicated that theirworkload at some stagehashad anegativeeffectontheirqualityof teaching. Justoveronethirdof teachers inall schools indicatedthattheirworkloadoftenornearlyalwaysadverselyaffectedtheirhealth.Abouthalfofsecondaryteachersand61percentofprimary teachers regularly look forwardto theschoolday.Aboutonethirdofteachersregularlythinkaboutleavingtheteachingprofession.Questionswerealsoaskedabouttheperformanceanddevelopmentreviewprocess.Amajorityofteachersfeltthattheprocesstakesupalotoftime,whileonlyasmallproportion(12-22%)feltthattheprocessregularlyimprovedtheirteaching.


39

Table4.1:Teachersperceptionsofworkloadandworkloadissues,byschooltype

Howoftenwouldyousaythefollowingstatementsapplytoyou?

Primary%

Secondary%

Total%

Myworkloadismanageable Never/seldom 20.6 24.1 21.7Sometimes 57.9 57.5 57.9Often 18.9 15.8 17.6Nearlyalways/always 2.7 2.6 2.8

Ihaveagoodbalancebetweenhomeandwork

Never/seldom 27.7 28.7 27.5Sometimes 51.4 52.3 52.1Often 17.4 15.5 16.8Nearlyalways/always 3.5 3.4 3.6

Myworkloadatschoolhasanegativeeffectonthequalityofmyteaching


Ithinkaboutleavingtheteachingprofession Never/seldom 27.2 24.4 26.0Sometimes 39.8 40.8 40.4Often 22.7 23.8 23.0Nearlyalways/always 10.3 11.0 10.7

Ilookforwardtotheschoolday Never/seldom 4.0 6.6 5.3Sometimes 35.0 44.9 39.4Often 41.7 37.0 39.4Nearlyalways/always 19.2 11.5 15.9

Myworkloadleavesmelittletimetoprovidenecessaryadditionalsupportformycolleagues


Myworkloadadverselyaffectsmyhealth Never/seldom 14.1 13.0 13.6Sometimes 50.5 49.5 50.3Often 25.3 25.6 25.2Nearlyalways/always 10.1 11.9 10.9

Ihaveenoughtimetoensurethatthevastmajorityofmylessonsarewellplanned


Iamexpectedtodelivertoomuchcurriculumcontentcurriculumcontent


ThePerformanceandDevelopmentprocess/reviewtakesupalotoftime


ThePerformanceandDevelopmentprocess/reviewimprovesthewayIteachintheclassroom



40

4.3 PerceptionofworkloadandqualityofteachingTeacherswereaskedtoindicatetheextenttowhichtheyfelttheyhadbeenabletomeet17ofthedemandsofqualityteachingthisyear.Thequestionuseda7-pointLikertscale,from1(Notatall)to7(Toagreatextent),withthefiveoptionsbetween1and7simplynumbered.Table4.2showstheresultsforprimary,secondaryandspecialistteachers,bytheproportionswhoindicated5-7onthescale.Thequestionshavebeenorderedbyoverall responses,howevertherearesomedifferencesbetweenprimary,secondaryandspecialschoolteachers.In all cases, a higher proportion of primary teachers than secondary teachers have indicated thattheyhavebeenabletoundertaketheseteachingtaskstoareasonableextentthisyear.Thehighestproportionsindicatedthattheyknewtheirstudentsaswellastheyneededto,andabout60-68percentfeltthattheyhadbeenteachingaswellastheywereableto.Attheotherendofthescale,veryfewteachers (15-20%) felt that theyhadbeenable toprovide timelyanduseful feedback to theirstudentsabouttheirlearning.

Table4.2:Extentteachershavebeenabletoundertaketeachingtasksthisyear,byschooltype

Thinking about your teaching this year, to what extent haveyoubeenableto:

5to7-ToagreatextentPrimary

%Secondary

%Specialist

%knowyourstudentsaswellasyouneedto 71.7 60.6 77.6selectappropriateandinterestingteachingandlearningresources 68.4 65.3 62.2teachaswellasyoucan 68.1 59.8 67.1meettheneedsofstudentswhoarestrugglingwiththeirlearning 65.4 53.0 63.9meettheneedsofhighlymotivatedstudents 62.4 52.5 59.5meettheneedsofstudentswhoarelessmotivatedtolearn 59.8 51.4 67.8shareandanalysewithcolleagues:teachingresources,teachingactivities,pedagogy,studentwork 57.7 53.8 60.3setchallengingandworthwhilelearninggoalsforyourstudents 58.2 48.4 49.9implementsuitableandengaginglearningactivitiestomeetlearninggoals 46.2 42.9 47.1meetyourstudents’individuallearningneeds 51.3 33.5 62.8planeffectivelytomeetyourstudents’individuallearningneeds 48.7 26.2 55.5keepupwithprofessionalreadingandresearchinyourfieldofteaching 42.6 34.7 35.8developyourprofessionalexpertiseasateacher 38.8 29.9 41.5monitorandassessstudentprogresseffectively 38.9 27.0 54.3reflectonandevaluatethequalityofyourteaching 36.6 29.8 36.5managestudentbehavioureffectively 34.9 21.3 49.6providetimelyandusefulfeedbacktoyourstudentsabouttheirlearning 19.6 14.7 19.2Table4.3 shows theextent thatprimary teachershavebeenable toundertake teaching tasks, bySES. The table has been ordered by the highest proportions at high SES. Differences betweenteachersathighandlowSESschoolsarenotmuchmorethetwoorthreepercentagepointsinmostcases.Table4.4showstheextentthatsecondaryteachershavebeenabletoundertaketeachingtasks,bySES.Theabilitytoselectappropriateandinterestingteachingandlearningresourcesdoesappeartodiffer by SES, with 58 per cent of teachers at low SES schools able to do this to a great extent


41

comparedto63percentatmediumSESschoolsand73percentathighSESschools.Inmostcases,slightlyhigherproportionsof secondary teachers inhighSESschoolshavebeenable toundertaketheseteachingtaskstoagreatextentcomparedtotheircolleaguesinlowSESschools.Atbothprimaryandsecondary levels,theprovisionoftimelyanduseful feedbacktostudentsandtheeffectivemanagementofstudentbehaviourareareaswhereteachersareleastlikelytofeeltheybeengreatlysuccessful,andthedifferencesacrossSESlevelsarenotlarge.

Table4.3:Extentprimaryteachershavebeenabletoundertaketeachingtasksthisyear,bySES

Thinkingaboutyourteachingthisyear,towhatextenthaveyoubeenableto: PrimarybyStateSEIFA,5to7-Toagreatextent%

Low Medium Highknowyourstudentsaswellasyouneedto 72.5 71.8 70.8selectappropriateandinterestingteachingandlearningresources 67.8 67.1 70.2teachaswellasyoucan 68.5 68.0 67.8meettheneedsofstudentswhoarestrugglingwiththeirlearning 65.3 65.1 65.7meettheneedsofhighlymotivatedstudents 63.0 61.5 62.8shareandanalysewithcolleagues:teachingresources,teachingactivities,pedagogy,studentwork 57.3 55.9 60.0meettheneedsofstudentswhoarelessmotivatedtolearn 59.4 60.6 59.2setchallengingandworthwhilelearninggoalsforyourstudents 58.7 59.0 57.0meetyourstudents’individuallearningneeds 52.8 51.4 49.9planeffectivelytomeetyourstudents’individuallearningneeds 49.4 49.1 47.6implementsuitableandengaginglearningactivitiestomeetlearninggoals 47.4 45.8 45.7keepupwithprofessionalreadingandresearchinyourfieldofteaching 45.6 40.8 41.9developyourprofessionalexpertiseasateacher 40.7 37.3 38.8monitorandassessstudentprogresseffectively 40.8 39.3 37.1reflectonandevaluatethequalityofyourteaching 38.9 35.7 35.8managestudentbehavioureffectively 34.5 35.7 34.4providetimelyandusefulfeedbacktoyourstudentsabouttheirlearning 22.7 18.3 18.2

Table4.4:Extentsecondaryteachershavebeenabletoundertaketeachingtasksthisyear,bySES

Thinkingaboutyourteachingthisyear,towhatextenthaveyoubeenableto: SecondarybyStateSEIFA,5to7-Toagreatextent%

Low Medium Highselectappropriateandinterestingteachingandlearningresources 58.4 63.4 73.1teachaswellasyoucan 55.6 59.6 63.7knowyourstudentsaswellasyouneedto 61.3 58.1 62.4meettheneedsofstudentswhoarestrugglingwiththeirlearning 51.3 51.1 56.0shareandanalysewithcolleagues:teachingresources,teachingactivities,pedagogy,studentwork 51.9 53.4 55.9meettheneedsofhighlymotivatedstudents 50.3 51.5 55.3meettheneedsofstudentswhoarelessmotivatedtolearn 49.2 50.4 54.2setchallengingandworthwhilelearninggoalsforyourstudents 47.3 47.6 50.0implementsuitableandengaginglearningactivitiestomeetlearninggoals 40.7 42.5 45.5keepupwithprofessionalreadingandresearchinyourfieldofteaching 32.3 34.7 36.6meetyourstudents’individuallearningneeds 32.7 33.5 34.4developyourprofessionalexpertiseasateacher 29.7 28.9 31.3reflectonandevaluatethequalityofyourteaching 30.1 28.9 30.4monitorandassessstudentprogresseffectively 25.7 26.8 27.8planeffectivelytomeetyourstudents’individuallearningneeds 25.3 26.0 27.4managestudentbehavioureffectively 18.6 21.6 23.1providetimelyandusefulfeedbacktoyourstudentsabouttheirlearning 14.7 14.5 14.9


42

Itisalsointerestingtoconsiderteachers’responsestothesamequestionsbasedonthehourstheyactuallywork.Table4.5doesthisforfull-timeprimaryteachersandTable4.6forfull-timesecondaryteachers(Classroomteachersonly,notLeadingteachers).Astheaveragehoursworkedisbasedonaspecificweek it is notnecessarily the case that thesehours relate tohow teachersperceive theirworkloadoverall.Teachersmaywork longerhours inorder to ensure that those aspectsof their teaching role thattheydonothavetimetocompletewithinworkinghoursarestillcompleted.Someteachersworkinglongerhoursmayconsiderthattheyareabletoachievetotheirsatisfactionwithinthattime.Othersmay feel that, evenworking longhours, theyareunable toachieve to their satisfaction.Teachersworking fewer hoursmay feel that they are able tomanage theirwork requirementswithin thattimeormaybecontentwithwhattheycanachieve.Thepointhereisthattheextenttowhichteachersperceivethattheyhavebeenabletoundertakeactivitiesrelatedtoqualityteachingisrelatedtomorethanthehourstheywork.ThisisclearfromTable4.5,wherehigh,andsimilarproportionsofprimaryteachershaveindicatedthattheyareabletoundertakemanyactivitiestoagreatextentregardlessoftheamountoftimetheyspendworkingonaverage.Itisworthnotingthat,ofthoseteacherswhohaveindicatedtheyworkedover60hourson average, lower proportions feel that they have been able to undertake these teaching tasks,particularlythoseinthelatterhalfofthetable,thanteachersworking50hoursorfewer.

Table4.5:Extentprimaryteachershavebeenabletoundertaketeachingtasksthisyear,byaveragehoursworked

Primary,5to7-ToagreatextentThinkingaboutyour teaching thisyear, towhatextenthaveyoubeenableto:

Workloadhours%Upto45

hours45.1-50hours

50.1-55hours

55.1-60hours

Over60hours

teachaswellasyoucan 86.6 80.0 77.1 83.5 71.4knowyourstudentsaswellasyouneedto 85.2 84.2 81.8 85.3 78.2meettheneedsofstudentswhoarestrugglingwiththeirlearning 84.3 77.1 74.7 79.3 76.3meettheneedsofhighlymotivatedstudents 82.5 74.0 73.7 79.0 74.5meettheneedsofstudentswhoarelessmotivatedtolearn 76.8 71.3 71.6 79.1 70.3selectappropriateandinterestingteachingandlearningresources 83.5 80.3 79.2 77.9 79.5setchallengingandworthwhilelearninggoalsforyourstudents 83.3 73.1 73.1 71.0 70.1shareandanalysewithcolleagues:teachingresources,teachingactivities,pedagogy,studentwork 76.1 69.6 66.5 69.1 59.5meetyourstudents’individuallearningneeds 70.0 64.0 60.3 63.3 56.9planeffectivelytomeetyourstudents’individuallearningneeds 66.7 61.8 55.8 62.7 51.5implementsuitableandengaginglearningactivitiestomeetlearninggoals 65.6 62.5 59.3 57.7 49.6keepupwithprofessionalreadingandresearchinyourfieldofteaching 68.5 52.6 52.6 56.6 45.2developyourprofessionalexpertiseasateacher 56.5 46.9 43.2 48.5 44.0monitorandassessstudentprogresseffectively 52.5 46.2 41.7 45.7 41.3managestudentbehavioureffectively 48.4 38.5 41.3 43.0 37.5reflectonandevaluatethequalityofyourteaching 50.9 42.3 40.2 49.3 35.8providetimelyandusefulfeedbacktoyourstudentsabouttheirlearning 25.7 21.7 16.5 24.6 16.1


43

Table4.6showstheextenttowhichsecondaryteachershavebeenabletoundertaketeachingtasks,basedonaveragehoursworked.Thepatternsaresimilartoteachers inprimaryschoolsanditcanagainbeseenthatteachersworkingupto45hoursareproportionallymore likelyto indicatethattheyareabletoundertaketheseactivitiesthanteachersworkingover60hours.

Table4.6:Extentsecondaryteachershavebeenabletoundertaketeachingtasksthisyear,byaveragehoursworked

Secondary,5to7-ToagreatextentThinkingaboutyour teaching thisyear, towhatextenthaveyoubeenableto:

Workloadhours%Upto45

hours45.1-50hours

50.1-55hours

55.1-60hours

Over60hours

teachaswellasyoucan 81.4 75.6 77.8 74.2 64.1knowyourstudentsaswellasyouneedto 76.1 74.9 75.7 76.0 67.7selectappropriateandinterestingteachingandlearningresources 75.8 76.3 76.5 78.3 68.6meettheneedsofstudentswhoarestrugglingwiththeirlearning 70.3 66.7 70.5 68.2 60.9meettheneedsofstudentswhoarelessmotivatedtolearn 64.7 66.7 69.9 64.6 64.1shareandanalysewithcolleagues:teachingresources,teachingactivities,pedagogy,studentwork 72.8 62.5 64.5 65.2 59.0meettheneedsofhighlymotivatedstudents 65.7 64.9 67.4 70.7 62.1setchallengingandworthwhilelearninggoalsforyourstudents 66.4 58.0 69.9 71.7 57.4implementsuitableandengaginglearningactivitiestomeetlearninggoals 57.7 52.2 55.6 59.4 46.2meetyourstudents’individuallearningneeds 38.5 36.6 40.9 39.0 35.6keepupwithprofessionalreadingandresearchinyourfieldofteaching 41.4 40.3 42.5 45.0 37.8planeffectivelytomeetyourstudents’individuallearningneeds 26.4 27.5 27.7 33.1 28.9reflectonandevaluatethequalityofyourteaching 63.8 30.3 36.0 37.8 38.4developyourprofessionalexpertiseasateacher 35.0 33.5 36.8 33.3 33.7monitorandassessstudentprogresseffectively 33.1 27.0 29.9 36.0 24.7managestudentbehavioureffectively 24.3 20.9 22.4 25.8 15.2providetimelyandusefulfeedbacktoyourstudentsabouttheirlearning 12.8 15.2 7.6 15.2 11.54.4 MethodsofmanagingworkloadTeachers were provided with a list of 10 suggestions that could potentially make their workloadmoremanageableandwereaskedto indicatetheextenttowhichtheyfelteachsuggestionwouldassistthem.ResponseswereonaLikertscalefrom1(Notatall)to5(Toagreatextent).Table4.7shows the proportions of teachers who responded with a 4 or 5 on the scale, in order of thesuggestionswiththehighestproportionsanswering4or5overall.Increasingandprotectingnon-contacttimecametopofthelistoverallandwasconsideredtoassistwithworkloadmanagement toagreatextentbyover90per centof secondary teachers.The topsuggestion for primary and special school teachers was to reduce the number of governmentinitiatives, in the context of a flow of initiatives replacing others and requiring change. The thirdsuggestion, to reduce bureaucracy,was also popularwith over 80 per cent of teachers indicating


44

that thiswould assist to a great extent.Over 80 per cent of primary teachers also indicated thatmoreteachingassistantswouldmaketheirworkloadmoremanageabletoagreatextent.

Table4.7:Teachers’perceptionsofmethodsformanagingworkload,byschooltype

Pleaseindicatetheextenttowhichyouthinkthefollowingsuggestionswouldmakeyourworkloadmoremanageableandenableyoutofocusmoreonprovidingqualityopportunitiesforyourstudentstolearn.

4/5-ToagreatextentPrimary

%Secondary

%Specialist

%Increaseandprotectnon-contacttimeforplanning,markingandclassroomobservation 86.3 90.3 83.1Reducethenumberofgovernmentinitiatives(e.g.changingrequirementsinareassuchascurriculum,assessmentandreporting) 89.1 85.9 87.0Reducebureaucracy(e.g.extentofmonitoring,testing,recording,reportingandaccountabilitypractices) 85.3 82.2 82.2Moreteachingassistants 81.4 61.5 69.7Smallerclasssizes 73.1 64.5 53.2Moreteachers 70.2 66.1 63.5BetteruseofICTtoimproveaccessto,andpreventreplicationof,data 69.2 65.0 72.4Policiesreducingandmanagingallformsofdigitalcommunication 58.1 59.9 56.6Fewerface-to-faceteachinghoursperweek 46.6 68.6 44.4Greaterclarityaboutteachingrolesandresponsibilities 46.1 47.0 46.9Table 4.8 shows primary teacher responses to the same suggestions by the SES of their school.Proportionsratingeachsuggestionweremuchthesameacrossschoolsinlow,mediumandhighSESareas,suggestingthattheperceivedmanagementofworkloadissuesdonotdiffergreatlyacrossthesocioeconomicspectrum.

Table4.8:Primaryteachers’perceptionsofmethodsformanagingworkload,bySES


PrimarybyStateSEIFA,4/5-Toagreatextent%Low Medium High

Increaseandprotectnon-contacttimeforplanning,markingandclassroomobservation 86.1 86.9 86.1Reducethenumberofgovernmentinitiatives(e.g.changingrequirementsinareassuchascurriculum,assessmentandreporting) 88.8 89.4 89.1Reducebureaucracy(e.g.extentofmonitoring,testing,recording,reportingandaccountabilitypractices) 84.6 85.6 85.7Moreteachingassistants 80.1 82.5 81.3Smallerclasssizes 71.2 74.5 73.4Moreteachers 69.0 72.6 68.8BetteruseofICTtoimproveaccessto,andpreventreplicationof,data 69.3 69.2 69.0Policiesreducingandmanagingallformsofdigitalcommunication 56.6 58.2 59.3Fewerface-to-faceteachinghoursperweek 45.4 48.2 46.2Greaterclarityaboutteachingrolesandresponsibilities 47.0 45.4 46.1Table 4.9 shows secondary teacher responses by school SES. There are some minor differenceswhichmaysuggestaslightlydifferentfocusforteachersinschoolservingdifferentSEScommunities.SlightlymoreteachersinlowSESschoolsindicatedthatmoreteachingassistantswouldbehelpful,whileahigherproportionofteachersinhighSESschoolsindicatedthatfewerface-to-faceteachinghours,andpoliciestoimprovetheuseofdigitalcommunication.


45

Table4.9:Secondaryteachers’perceptionsofmethodsformanagingworkload,bySES


SecondarybyStateSEIFA,4/5-Toagreatextent%Low Medium High

Increaseandprotectnon-contacttimeforplanning,markingandclassroomobservation 88.5 91.4 91.1Reducethenumberofgovernmentinitiatives(e.g.changingrequirementsinareassuchascurriculum,assessmentandreporting) 86.2 87.1 84.5Reducebureaucracy(e.g.extentofmonitoring,testing,recording,reportingandaccountabilitypractices) 81.2 82.9 82.8Moreteachingassistants 65.5 61.2 58.6Smallerclasssizes 65.4 64.1 64.2Moreteachers 68.6 64.9 65.1BetteruseofICTtoimproveaccessto,andpreventreplicationof,data 66.7 65.4 62.7Policiesreducingandmanagingallformsofdigitalcommunication 57.2 59.5 62.6Fewerface-to-faceteachinghoursperweek 66.5 66.9 72.4Greaterclarityaboutteachingrolesandresponsibilities 49.6 47.4 43.74.5 TeachingprioritiesTeacherswereaskedwhatareasofteachingtheywouldprioritiseiftheyweregivenadditionaltimetodoso.Theycouldtickuptofiveareas.Table4.10presentsthetasksintheorderofthehighestoverallproportionof teacherswhotickedeachtask.Themostcommonly tickedtask, indicatedbyoverhalfofteachersfromallschooltypeswasplanningeffectivelytomeetthe individual learningneedsof students.Tables3.3 to3.6showedthat,other than face-to-face teaching, themost timespentbyteachersatprimaryandsecondarylevel,includingweeknightsandevenings,isonplanningandpreparing,followedbydevelopinganddocumentinglessonplansandunitsofwork.

Table4.10:Teachingpriorities,byschooltype

Ifyouweregivenadditionaltimeforteaching-relatedtasks,whatwouldbeyourprioritiesforusingthattime?

ProportiontickedPrimary

%Secondary

%Specialist

%Planningeffectivelytomeetyourstudents’individuallearningneeds 57.8 54.4 59.5Meetingtheneedsofstudentswhoarestrugglingwiththeirlearning 54.4 47.3 35.7Implementingsuitableandengaginglearningactivitiestomeetlearninggoals 38.1 39.6 49.0Selectingappropriateandinterestingteachingandlearningresources 31.8 39.0 40.7Monitoringandassessingstudentprogressmoreeffectively 37.5 31.4 41.0Providingtimelyandusefulfeedbacktoyourstudentsabouttheirlearning 29.9 42.6 6.8Meetingtheneedsofhighlymotivatedstudents 30.7 32.3 10.6Gettingtoknowyourstudent’sindividuallearningneedsbetter 26.5 29.6 28.4Meetingtheneedsofstudentswhoarelessmotivatedtolearn 26.3 27.7 26.4Settingchallengingandworthwhilelearninggoalsforyourstudents 28.9 24.5 22.6Developingyourprofessionalexpertiseasateacher 28.3 22.1 28.9Keepingupwithprofessionalreadingandresearchinyourfieldofteaching 22.8 20.6 30.2Sharingandanalysingstudents’workwithcolleagues 20.8 21.7 26.4Reflectingonandevaluatingthequalityofyourteaching 14.6 16.7 16.1Managingstudentbehaviourmoreeffectively 13.8 13.9 28.4Communicatingwithparentstosupportstudentlearning 9.6 13.1 10.8


46

It is thecase thateffectiveplanning tomeet individual learningneedscovers severalof theothertasks in the table, includingmeeting the needs of struggling, less and highlymotivated students,selecting resourcesand implementing suitable learningactivities, and setting challenginggoals forstudents,andthismayinpartexplainthehigherproportionsselectingit.4.6 WorkplaceenvironmentTeacherswere asked about theirwork environment, including how engaged in and satisfied theywerewith their work, howwell supported they felt, whether theywere dealingwith challengingbehaviourfromstudentsandparents,andtheextenttowhichtheywerestressedorstrugglingwiththedemandsof the job.Thequestionswereaskedona5-point scale (0Never,1Almostnever,2Sometimes,3Fairlyoften,4Veryoften).The results are shown in Table 4.11, which reports the proportion of teachers indicating 3 Fairlyoftenor4Veryoften.Almostthreequartersofteachershavefeltstressedbyworkinthelastmonthfairlyoftenorveryoften,andtwothirdsoften felt thatwork requirementswerepilingupsohighthat theycouldnotovercome them.Overhalfofprimaryandsecondary teachershadoftendealtwithchallengingbehaviourfromstudentsandlessthanhalfhadoftenfeltsatisfiedbytheirworkinthelastmonth.Nearlyonethirdofteachershadnotoftenfeltsupportedbytheircolleaguesandlessthanonehalfhadoftenfeltsupportedbytheschoolleadership.

Table4.11:Teachers’perceptionsoftheirworkplaceenvironment,byschooltype

Fairlyoften/VeryoftenPrimary

%Secondary

%Specialist

%Inthelastmonth,howoftenhaveyoufeltsatisfiedbyyourwork? 48.0 39.2 54.4Inthelastmonth,howoftenhaveyoufeltengagedinyourwork? 60.1 57.6 67.6Inthelastmonth,howoftenhaveyoufeltsupportedbyyourcolleagues? 69.8 63.5 71.7Inthelastmonth,howoftenhaveyoufeltsupportedbytheschoolleadership? 45.1 32.8 44.4Inthelastmonth,howoftenhaveyoufeltstressedbywork? 72.3 73.0 66.7Inthelastmonth,howoftenhaveyoufeltworkrequirementswerepilingupsohighthatyoucouldnotovercomethem? 62.6 64.1 55.8Inthelastmonth,howoftenhaveyouhadtodealwithchallengingbehaviourfromparents? 22.1 16.6 25.3Inthelastmonth,howoftenhaveyouhadtodealwithchallengingstudentbehaviour? 56.7 54.3 85.3Inthelastmonth,howoftenhaveyoufeltthatyouwereontopofthingsatwork? 21.2 19.1 27.5Inthelastmonth,howoftenhaveyoufeltconfidentaboutyourabilitytohandleyourresponsibilitiesatwork? 55.9 56.2 60.3


47

5. PRINCIPALS5.1 IntroductionThis chapter looks at the workload of Principal Class staff, particularly Assistant Principals andPrincipals at primary and secondary schools. The chapter first considers demographics beforelooking at the average hours worked and the proportion of time spent on different tasks. Thechaptercloseswithaconsiderationofwaystomanageprincipalworkload,andtheextenttowhichprincipalsfeelsupportedintheirrole.5.2 DemographicsStaffemployedinthePrincipalClassaremostcommonlyintheroleofAssistantPrincipalorPrincipalat a school and this is reflected in theproportionsof respondentsby rolepresented inTable5.1.AssistantPrincipalsaccounted for44percentof the respondentswhile schoolprincipal (includingprincipalsofasmallschool)madeup50percent.Afurther4.5percentwerecampusprincipals.

Table5.1:ProportionofPrincipalClasssurveyrespondentsbyjobdescriptions

Principaltype %AssistantPrincipal 44.4CampusPrincipal 4.5SmallschoolteachingPrincipal 12.7SchoolPrincipal 37.4ExecutivePrincipal 0.9LiaisonPrincipal 0.2Total 100.0Overall,Table5.2showsthatsurveyrespondentswerejustoveronethirdmaleandjustundertwothirdsfemale,althoughatthesecondarylevelthegenderdistributionwasmorenearlyhalfandhalf.Thiscanbecontrastedwithteacherswheretheoverallproportionsareonequartermaletothreequartersfemaleandatsecondarylevel,onethirdmaletotwothirdsfemale(seeTable2.2).Males are slightly younger on average, by about two years, and Principal Class respondents fromspecialschoolswereolderonaveragethaninotherschools,byaboutoneyearformalesandthreeyearsforfemales.

Table5.2:ProportionofPrincipalClassrespondentsbygender,andaverageage,byschooltype

Proportioninsurvey Averageage(years) Male% Female% Male FemalePrimary 35.4 64.6 49.6 51.9PrimaryandSecondary 37.0 63.0 49.4 50.0Secondary 48.9 51.1 49.9 51.2Specialistschool 25.0 75.0 50.8 55.2Total 38.7 61.3 49.7 51.9


48

TheproportionsofAssistantPrincipalsandPrincipalsdifferbyschoollevelduemainlytothesizeofschoolsateachlevel,andthisisreflectedintheproportionsofsurveyrespondentsshowninTable5.3.Primaryschoolsaregenerallysmaller thansecondaryschoolsandaremore likely tohave justoneAssistant Principal, and respondents are evenly distributed at nearly half andhalf. SecondaryschoolsarelargerandoftenhavemorethanoneAssistantPrincipal.InthisinstanceslightlyovertwothirdsofrespondentsareAssistantPrincipals,andonethirdarePrincipals.

Table5.3:ProportionofAssistantPrincipalandPrincipalrespondentsbyschooltype

PrimaryPrimary&Secondary Secondary

Specialistschool

% % % %AssistantPrincipal 48.3 65.8 68.2 41.8SchoolPrincipal 51.7 34.2 31.8 58.2Total 100.0 100.0 100.0 100.0TheStaffinAustralia’sSchools(SiAS)surveyundertakenin2010notedthat,nationally,maleswerein themajority in leadership positions with the exception of Assistant Principals at primary level(62%). By the 2013 survey, males were only in the majority as Principals of secondary schools(58%).29 The proportions represented in this survey are similar, as shown in Table 5.4. There is abalanceofabouthalfandhalfatsecondarylevelinbothroles.Atprimarylevel,oneinfiveAssistantPrincipals aremale and about one third of Principals aremale. There is some evidence that theproportionofmalesintheserolescontinuestodecline.

Table5.4:ProportionofAssistantPrincipalandPrincipalrespondentsbygenderandschooltype


Specialistschool

Male

%Female

%Male

%Female

%Male

%Female

%Male

%Female

%AssistantPrincipal 20.7 79.3 32.0 68.0 49.1 50.9 17.4 82.6SchoolPrincipal 38.7 61.3 53.8 46.2 50.7 49.3 28.1 71.9Total 30.1 69.9 39.5 60.5 49.6 50.4 23.6 76.4Government data show that the largest proportion of Principal-class staff were in the 50-59 agegroup, and the proportion of those over 60 had increased noticeably since about 2008. In 2001,about12percentofPrincipal-classstaffwere55oroverandby2013thatproportionhadrisentoabout45percent.30TheSiASsurveynationalfiguresfor2013puttheaverageageofmaleleadersinprimaryat51andfemalesat50.5,whileforsecondary,malesaveraged51.4yearsandfemales51.7years.31Table 5.5 shows that for both Assistant Principals and Principals, at all school types, females areolderonaveragethanmales,inmostcasesbyabouttwoyears.AssistantPrincipalsareyoungerthanPrincipalsbythreetosixyears,andtendtobeintheirforties,onaverage.OverallaverageagesaresimilartothenationalaveragesinSiAS,thoughfemalesinprimaryschoolsareabouttwoyearsolderthanthenationalaverage.29McKenzie,etal(2014),Table3.10.30Weldon,etal(2015),Figure3.14.31McKenzie,etal(2014),Table3.5.


49

Table5.5:AverageageofAssistantPrincipalandPrincipalrespondentsbygenderandschooltype


Specialistschool

MaleAge

FemaleAge

MaleAge

FemaleAge

MaleAge

FemaleAge

MaleAge

FemaleAge

AssistantPrincipal 45.8 50.7 44.5 48.1 48.4 49.3 46.5 55.2SchoolPrincipal 52.7 54.1 53.6 54.2 53.9 55.3 51.8 56.0Total 50.5 52.2 48.7 49.7 50.2 51.2 50.2 55.7The Principal Health andWellbeing survey found that, nationally, ‘a disproportionate number ofwomen[were]inlowerpaidroles’.32ThiswasnotborneoutamongstthePrincipal-classinVictoriangovernment schools. As Figure 1 shows, femaleAssistant Principals in primary schools hadhigherproportions in salary ranges 2 and 4 and a lower proportion in the lowest range. This maycorrespond inpart toage,as femalesareslightlyolder thanmalesonaverage,however thereareproportionallymorefemalesintheroleandthereisnoevidencethatmalesarepaidmorehighlyattheprimarylevel.Thesecondarylevel,wheretheproportionsofmalesandfemalesaresimilar,doesshowconsiderablymorefemalesatthelowestsalaryrange(20%male,33%femaleatrange1)andacorrespondinglylowernumberinranges2-3.Femaleswerebetterrepresentedatthehighestsalaryrangeatsecondarylevel(6%male,10%female).

Figure1:AssistantPrincipalsalaryrangebygenderandschoollevel

At thePrincipal level, Figure2 shows thatproportionally, femalePrincipals atprimary schools arepaidatahighersalaryrangethantheirmalecounterparts.OveronethirdofmalePrincipalsareatsalaryrange1whereasoveronethirdoffemalePrincipalsareatsalaryrange3.Thedifferencesinsalary range at secondary level favour males slightly, although for both genders, over half ofPrincipals are in range 4. About one third of male secondary Principals are on a range 5 salarycomparedtojustoveronequarteroffemalePrincipals.

32Riley(2014),p.13.

0%

10%

20%

30%

40%

50%

60%

70%

Male Female Male Female

PrimaryAP SecondaryAP

AssistantPrincipalsalaryrangebygenderandschoollevel

1 2 3 4


50

Figure2:Principalsalaryrangebygenderandschoollevel

5.3 WorkloadPrincipal-class staff were asked how many hours they worked on average per weekday and perweekendintermtimeandduringtheholidays.Table5.6showsthatPrincipal-classschoolstaffworkabout10.5hoursperweekdayduringtermtimeandaboutfivehoursovertheweekend.Usingthesefigures to calculate weekly hours, Principals work about 57.5 hours per week during term time.TherewasverylittlereporteddifferenceinaveragehoursperdaybetweenPrincipaltypes.DuringschoolholidaysPrincipalsworkedaboutthreehoursperweekdayonaverageand1.5hoursduringweekends,foratotalof16hoursperweekonaverage.

Table5.6:Averagehoursworkedbyprincipaltype

Averagehoursper

weekdayAveragehoursper

weekend

PrincipaltypeSchoolterm

Schoolholiday

Schoolterm

Schoolholiday

AssistantPrincipal 10.4 2.7 4.9 1.5CampusPrincipal 10.3 3.5 4.9 1.5SmallschoolteachingPrincipal 10.1 3.0 4.8 1.9SchoolPrincipal 10.7 3.0 5.2 1.4Total 10.5 2.9 5.0 1.5Table 5.7 provides additional disaggregation of average hours by school level, for primary andsecondary schools.33 Principals recorded slightly higher average hours than Assistant Principalsalthoughthedifferencesaresmall.Similarly,secondarystaffrecordedslightlyhigheraveragehoursthanprimarystaffandagaindifferencesaresmall.Theaverageweeklyhourscalculatedfromthese

33CombinedschoolandspecialschoolrespondentswerenotincludedinthedataanalysedforTable5.6

0%

10%

20%

30%

40%

50%

60%

Male Female Male Female

PrimaryPrincipal SecondaryPrincipal

Principalsalaryrangebygenderandschoollevel

1 2 3 4 5 6


51

figures,of56.8-59.9hours,aresimilar tothoserecorded intheSiAS2013survey,of56.2hoursatprimarylevel(AssistantPrincipalsandPrincipals)and58.5hoursatsecondarylevel.34

Table5.7:Averagehoursworkedbyschoolprincipalsandassistantprincipals,byschoollevel

AssistantPrincipal SchoolPrincipalPrimary Secondary Primary Secondary

Hoursperday:schoolterm 10.4 10.5 10.7 10.9Hoursperweekend:schoolterm 4.8 5.1 5.1 5.4Hoursperday:schoolholiday 2.4 3.0 2.8 3.3Hoursperweekend:schoolholiday 1.4 1.6 1.5 1.3Principals were also asked howmany hours they spent on all school-related activities in the lastweek(MondaytoSunday).Theaverageresponsesforthosewhoworkedfull-time,showninTable5.8, are slightly higher than those calculated from the averaged daily hours (see previousparagraphs), with Assistant Principals and Principals in primary and secondary schools recordingaveragesof59-60hours.

Table5.8:Averagefull-timehoursworkedinthelastweek,byprincipaltypeandschooltype

Schoolinglevel Principaltype

Averagehoursworkedlastweek

Primary AssistantPrincipal 59.4CampusPrincipal 60.1Small school teachingPrincipal 59.0SchoolPrincipal 60.6

PrimaryandSecondary

AssistantPrincipal 56.5SchoolPrincipal 60.2

Secondary AssistantPrincipal 60.3CampusPrincipal 56.5SchoolPrincipal 60.6

SpecialistSchool

AssistantPrincipal 58.7SchoolPrincipal 59.7

ThePrincipal health andwellbeing surveypresenteddataon theproportionof principalsworkingwithinfive-hourbandsofweeklyhours.The2014dataiscomparedwiththecurrentsurvey,whichaskedPrincipalsfordetailsofaspecificweek(lastweek).Thehealthandwellbeingsurveyreportedthat50percentofprincipalswereworkingover55hoursperweekonaverage.35Thecurrentsurveyindicatedthat63percentofPrincipalsworkedover55hours‘lastweek’.

34McKenzie,etal(2014),Table5.11.35Riley(2014),Table16.


52

Table5.9:Principal’saveragehoursperweekfromRiley2014comparedtohoursworkedinthelastweek

Hoursperweek Riley2014% AEU2016%<25 0.7 1.125-30 0.4 0.431-35 0.6 0.236-40 1.9 1.341-45 5.3 2.946-50 16.2 11.951-55 24.3 19.356-60 24.5 28.361-65 12.4 14.566-70 9.2 10.1>70 4.4 10.0 100.0 100.0Principalswerealsoasked to indicatewhatproportionof their timewas spentondifferent tasks.Table 5.10 provides results for Assistant Principals and Principals at primary and secondary levelswhileTable5.11providesresultsforprimaryteachingPrincipalsinsmallschools.Administration is themost prominent task for both Principals andAssistant Principals, at primaryand secondary levels, taking up about one third of their work time. This differs for teachingPrincipalsatsmall schools,whospendaboutonethirdof their timeonteaching-relatedtasksandone quarter on administrative tasks. Assistant Principals spend about one fifth of their time onteaching-relatedtasks.

Table5.10:Proportionoftimeondifferenttasks,byprincipaltypeandschoollevel

AboutwhatproportionoftimedidyouspendonthefollowinginTerm1thisyear:

AssistantPrincipal SchoolPrincipalPrimary

%Secondary

%Primary

%Secondary

%Internaladministrativetasks 34.7 37.9 31.1 31.6Curriculumandteaching-relatedtasks 21.0 21.4 15.7 18.9Compliancerequirementsfromregional,stateornationaleducationauthorities 12.2 21.4 18.1 18.9Representingtheschoolatmeetings,inthecommunityandnetworking 9.0 9.8 9.3 13.4Publicrelationsandfundraising 6.2 4.4 6.5 5.8OccupationalHealthandSafetycompliance 5.7 5.0 8.1 5.1Groundsandmaintenance 6.2 6.2 7.6 5.2Otherduties,oddjobs,etc. 13.7 11.7 9.6 9.2Note:Principalswereaskedtototalthe8tasksto100%.Figurespresentedareaveragesoftheproportionsprovidedforeachtaskandsodonottotalto100%.


53

Table5.11:Proportionoftimeondifferenttasksbysmallschoolteachingprincipal

AboutwhatproportionoftimedidyouspendonthefollowinginTerm1thisyear:

Primary,smallschoolteaching

Principal%Internaladministrativetasks 25.0Curriculumandteaching-relatedtasks 33.9Compliancerequirementsfromregional,stateornationaleducationauthorities 14.0Representingtheschoolatmeetings,inthecommunityandnetworking 7.1Publicrelationsandfundraising 5.2OccupationalHealthandSafetycompliance 4.6Groundsandmaintenance 6.0Otherduties,oddjobs,etc. 8.2Note:Principalswereaskedtototalthe8tasksto100%.Figurespresentedareaveragesoftheproportionsprovidedforeachtaskandsodonottotalto100%.5.4 PerceptionsofworkloadPrincipalswereaskedsomegeneralquestionsabouttheirworkload,somequestionsaboutspecificaspects of their workload, and some questions about health and wellbeing. Results for AssistantPrincipalsandPrincipals inprimaryandsecondaryschoolsarepresented inTable5.12.Aboutonequarterofprincipals felt that theirworkloadwasmanageableoftenor always, except forprimaryschool principals, of whom less than one fifth felt that their workload wasmanageable often oralways. Over three quarters felt at most that their workload was only manageable sometimes.Similarly, aboutone fifthofprincipals felt that theyoftenor alwayshada goodbalancebetweenhomeandwork.Aboutonequarterofprincipalsindicatedthattheirworkloadadverselyaffectstheirhealthoftenoralways, and similar numbers often think about leaving the teaching profession. A slightly higherproportionofPrimaryPrincipalsappeartobestrugglingwiththeirworkloadanditsconsequences.Onamorepositivenote,themajorityofprincipals,aboutthreequarters,lookforwardtotheschooldayoftenoralways.AslightlyhigherproportionofsecondaryPrincipalsdoso(81%)whilesecondaryAssistantPrincipalsareslightlylower(67%).Table5.12showssomedifferencesbetweenprincipalsintheextenttowhichtheyareabletospendareasonableamountoftimeleadingteachingandlearning.About22percentofprimaryPrincipalsare able to spend a reasonable amount of time leading teaching and learning often or alwayscomparedwith39percentofsecondaryPrincipals.AssistantPrincipalsareslightlyhigherthantheirPrincipals (37% primary, 42% secondary); a higher proportion of secondary principals are able tospendtimeleadingteachingthanattheprimarylevel.Only about one fifth of secondary school principals regularly have time to provide necessaryprofessionalsupporttotheircolleagues,whilefewerprimaryprincipalshavethistime(15%primaryAssistantPrincipals,12%Principals).Aboutthreequartersofprincipals regularlyspendthemajorityof theirworkdaymanagingschooladministration requirements. Amajority also indicated that they regularly spendmore time thantheyusedtooncompliancerequirements.


54

Table5.12:Principalperceptionsofworkloadandworkloadissues,byschoollevel


Often/AlwaysAssistantPrincipal SchoolPrincipalPrimary

%Secondary

%Primary

%Secondary

%Myworkloadismanageable 23.4 27.0 17.9 25.3Ihaveagoodbalancebetweenhomeandwork 21.8 22.2 18.1 20.3Myworkloadadverselyaffectsmyhealth 22.3 24.4 28.8 24.0Ithinkaboutleavingtheteachingprofession 21.7 24.5 27.1 21.6Ithinkaboutrelinquishingmyroleasprincipal/assistantprincipal 16.0 21.4 22.7 14.7Ilookforwardtotheschoolday 76.5 66.9 72.5 81.3Ispendareasonableamountoftimeonleadingteachingandlearningatmyschool 36.9 42.4 22.1 38.7Ihaveenoughtimetoprovidenecessaryprofessionalsupportformycolleagues 14.6 20.8 11.7 21.3Themajorityofmyworkdayisspentmanagingschooladministrationrequirements 76.7 72.5 84.7 72.0IspendmoretimethanIusedtooncompliancerequirements 67.0 62.9 84.7 72.0Principals were also asked about the performance and development process for themselves andtheirstaff.Table5.13showsthataboutonethirdofAssistantPrincipalsthinkthattheirperformanceanddevelopmentprocessregularlytakesupalotoftime,andaslightlyhigherproportionthinkthattheirreviewoftenoralwaysimprovesthewaytheylead.ThereislittledifferencebetweenprimaryandsecondaryAssistantPrincipals.AbouttwothirdsofAssistantPrincipalsthinkthatstaffreviewsregularly takeupa lotof timeand justunderhalf think thatthesereviewsregularly improvestaffperformance.

Table5.13:Principalviewsofperformanceanddevelopmentprocess,byschoollevel


Often/AlwaysAssistantPrincipal SchoolPrincipalPrimary

%Secondary

%Primary

%Secondary

%MyPerformanceandDevelopmentprocess/reviewtakesupalotoftime 35.4 34.4 44.8 28.0MyPerformanceandDevelopmentprocess/reviewimprovesthewayIleadmyschool 36.3 38.8 31.1 37.8ThestaffPerformanceandDevelopmentprocess/reviewtakesupalotoftime 69.4 61.9 81.1 69.3ThestaffPerformanceandDevelopmentprocess/reviewimprovesstaffperformanceatmyschool 45.4 44.4 48.6 46.7Primary and secondary principal proportions differed in this area. A higher proportion of primaryPrincipalsfeltthattheirperformanceanddevelopmentreviewregularlytakesupalotoftime(45%)comparedtotheirsecondarycounterparts(28%).Aboutthesameproportionofsecondaryprincipals(38%) as secondaryAssistant Principals (39%) felt that the reviewoften or always improved theirleadership, while the proportion of primary Principals (31%) was somewhat lower than otherprincipals.


55

AlargemajorityofprimaryPrincipals(81%)feltthatthestaffreviewregularlytookupalotoftimecompared to 69per cent of secondary Principals, and about half of primary (49%) and secondary(47%) Principals felt that the reviewprocess often or always improved staff performance at theirschool.5.5 ManagingworkloadPrincipalswereaskedtoindicatetowhatextent13itemswouldassistinmakingtheirworkloadasprincipalmoremanageable.ResultsareshowninTable5.14,basedonthosewhoanswered4or5on a 5-point likert scalewhere 1=’Not at all’ and 5=’To a great extent’. Responses differ in somewaysbothby schooling level andbyposition (asAssistantPrincipalorPrincipal) although inmostcases,alargemajorityhaveindicatedthatallitemswouldgreatlyassist.Someitemswouldenableothers,soanincreasedbudgetwouldassistwithmost,suchasmorestaff.Simplifiedcompliancerequirementsandmoreadministrativesupportwereconsideredimportantbymostprincipals,aswasmorespecialiststaffforstudentwellbeingwork.Secondaryprincipalsweresomewhat higher than their primary counterparts on the importance of an increased capacity toattractandretaineffectiveteachers.

Table5.14:Methodsofmanagingworkload,byprincipalroleandschoollevel

To what extent would the following assist in making yourworkloadasprincipalmoremanageableinyourschool?

4/5-ToagreatextentPrimary Secondary

AP% Prin% AP% Prin%Anincreasedbudget 88.1 90.2 84.3 91.9Simplifiedcompliancerequirements 92.5 94.0 81.0 87.8Morespecialiststaffforstudentwellbeingwork 92.0 86.4 83.7 82.4Moreadministrativesupport 82.0 86.0 80.9 77.0Anincreasedcapacitytoattractandretaineffectiveteachers 75.1 63.6 90.8 80.8Moreteacheraides 82.1 74.0 58.2 68.9Morestaffatleadershiplevel 67.0 80.5 56.9 70.3Betterfacilities 61.4 70.1 68.0 82.4Greaterregionalordepartmentalsupport 73.5 71.2 66.7 60.8Fewer/morestrategicDepartmentalcommunications 67.5 74.4 58.9 73.0Moreteachers 64.8 63.8 62.1 68.9BetteraccesstoICTandschoolICTnetworks 55.0 56.3 52.3 58.1Greatercommunityinvolvementintheschool 45.5 41.1 51.0 54.1MethodsofmanagingworkloadareconsideredbySES inTable5.15andTable5.16.The itemsarelistedintheorderbywhichtheyhavebeenconsideredmostimportantoverall.Attheprimarylevel,simplified compliance requirements and an increased budget are the two items consideredmostlikelytoassistinmakingprincipalworkloadmoremanageable,withoverallresponseratesabove90per cent. In most cases, there are only small difference between schools serving different SEScommunities at the primary level. The most notable difference, though considered the leasteffectiveoverallisgreatercommunityinvolvementintheschool,whereoverhalfofprincipalsinlowSES schools would like to see greater community involvement, compared to under one third ofprincipalsinhighSESschools.ThismayreflectlowercommunityinvolvementgenerallyinschoolsinlowSEScommunities.


56

Table5.15:Methodsofmanagingworkload,primaryprincipalsbySES


Primary-4/5-ToagreatextentLow

SES%Medium

SES%High

SES%Total

%Simplifiedcompliancerequirements 92.7 96.0 91.8 93.7Anincreasedbudget 89.3 91.6 89.9 90.4Morespecialiststaffforstudentwellbeingwork 87.6 88.2 85.4 87.2Moreadministrativesupport 79.0 85.2 83.5 82.7Moreteacheraides 71.9 80.2 79.7 77.3Greaterregionalordepartmentalsupport 71.8 75.9 69.0 72.5Morestaffatleadershiplevel 71.2 71.4 70.7 71.1Fewer/morestrategicDepartmentalcommunications 71.8 70.8 65.8 69.6Anincreasedcapacitytoattractandretaineffectiveteachers 71.9 60.1 69.2 66.7Moreteachers 58.8 60.9 68.6 62.4Betterfacilities 61.2 59.6 65.8 62.0BetteraccesstoICTandschoolICTnetworks 55.2 51.7 57.6 54.6Greatercommunityinvolvementintheschool 53.9 42.1 32.1 43.0At thesecondary level,aswellasgreatercommunity involvement, there isanotabledifference inthe effect of an increased capacity to attract and retain effective teachers, with 95 per cent ofprincipalsinlowSESschoolsindicatingthatthiswouldhaveagreateffectcomparedto77percentofprincipalsinhighSESschools.

Table5.16:Methodsofmanagingworkload,secondaryprincipalsbySES


Secondary-4/5-ToagreatextentLow

SES%Medium

SES%High

SES%Total

%Anincreasedbudget 86.9 88.0 87.2 87.4Anincreasedcapacitytoattractandretaineffectiveteachers 95.2 90.7 77.4 87.3Morespecialiststaffforstudentwellbeingwork 83.3 88.0 78.7 83.0Simplifiedcompliancerequirements 79.8 85.3 81.9 82.2Moreadministrativesupport 76.2 83.8 76.6 78.6Betterfacilities 66.7 82.7 70.2 72.7Greaterregionalordepartmentalsupport 66.7 64.0 63.8 64.8Moreteachers 72.6 60.0 60.6 64.4Fewer/morestrategicDepartmentalcommunications 63.9 61.3 63.4 62.9Moreteacheraides 63.1 61.3 62.8 62.5Morestaffatleadershiplevel 63.1 62.7 57.4 60.9BetteraccesstoICTandschoolICTnetworks 56.0 56.0 52.1 54.5Greatercommunityinvolvementintheschool 61.9 52.0 42.6 51.8Principals were asked to what extent they felt supported in their role. Table 5.17 shows thatAssistant Principals and Principals feelmost supported by their administrative staff and executiveteam–thepeopletheygenerallyworkmostcloselywith.Amajority(about70%)feelsupportedtoagreatextentbyotherprincipalsandtheirteachingstaff.AboutonethirdofprimaryPrincipalsandonehalfofsecondaryPrincipalsfeelsupportedtoagreatextentbytheirregionaloffice,whichmayreflectchangesinthecapacityoftheseofficesoverthepastfewyears.OnlyaboutoneortwointenprincipalsfeelssupportedtoagreatextentbytheDepartment.


57

Table5.17:Extenttowhichprincipalsfeelsupportedintheirrole,byschoollevel

Towhatextentdoyoufeelsupportedinyourrole? 4/5-ToagreatextentPrimary Secondary

AP% Prin% AP% Prin%Byyouradministrativestaff 86.4 85.4 86.6 89.2Byyourexecutiveteam 83.2 88.2 81.2 87.7Byotherprincipals 66.0 71.7 73.9 78.4Byyourteachingstaff 68.9 71.8 68.7 68.9Byyourregionaloffice 29.8 34.4 21.8 48.6BytheDepartment 13.9 9.0 12.9 14.9


58

6. EDUCATIONSUPPORTSTAFF6.1 IntroductionThis final chapter considers the views of Education Support staff about their workload. Incomparisontoteachersandschool leaders,supportstaff inschoolstendnottobesurveyedabouttheir work. In part this may be due to the broad range of roles undertaken in schools and thedifficulty in designing questions that are relevant to all. In part it may be because teachers andschool leaderstendtofacegreaterscrutiny,andtherearegreaterconcernsaboutissuesofsupplyanddemandconsideredinsurveyssuchastheStaffinAustralia’sSchools(SiAS)surveys.This survey included a number of questions for support staff aboutworkload and perceptions ofworkload,someofwhichwerethesameasthoseforteachersandprincipalsandserveaspossiblepoints of comparison. This chapter starts with a description of the Education Support roles andsurvey respondents, including employment data, and then considers questions of workload andworkloadperception.6.2 DemographicsTable6.1showstheoverallproportionsofrespondentsbytheEducationSupportareainwhichtheyareemployed.ThefourbroadareasarethoseidentifiedbytheVictorianDepartmentofEducationandTraining(DET).36Aswellasindicatingwhichofthesebroadrolestheybelongedin,respondentswere asked towrite in the title or a brief description of their role. Table 6.2 lists someexamplestakenfromthesedescriptions.The largest group, covering nearly half of all respondents to the Educational Support section, iscomposedofthoseinvolvedindirect(i.e.in-class)supportofteachersand/orstudents.Themajorityoftheseappeartobeclassroomaidesalthoughaproportionofrespondentsareinvolvedinoutsideschoolhourscare.

Table6.1:ProportionofrespondentsbyEducationSupportarea

EducationSupportRole %Student/TeacherSupport 48.7Administration/Operations 34.5Technical 12.4ProfessionalServices 4.4Total 100.0

36DET(2015)


59

Table6.2:ExampleroleswithinthefourbroadEducationSupportareas

Student/TeacherSupport Administration/OperationsTeacherAide BusinessManager/FinanceManager/HRManagerIntegrationAide/LearningSupportAide AccountsPayable/Receivable/PayrollLiteracySupport AdminAssistant/Officer/Support/ReceptionMulticulturalEducationAide Busdriver/coordinatorCoordinator,OutsideSchoolHoursCare Bursar/OfficeManagerAuslanEducationSupport DailyOrganiser/RegistrarEALAide/LanguageSupportAide Facilities/MaintenanceManagerSpeechTherapyAssistant LibraryManagerHomeEconomicsAide GroundsworkerTechnical ProfessionalServicesLibraryTechnician/LibraryAssistant CareersCoordinator/CounsellorArtTechnician/LaboratoryTechnician OccupationalTherapistComputerTechnician/AudioVisualTechnician PhysiotherapistICTManager/NetworkManager Psychologist/SocialWorker/StudentWelfareResourceCentreManager SpeechPathologistThesecondlargestgroup,coveringaboutonethirdofrespondents,includesthoseinvolvedinschooladministration and operations. This category appeared to include the widest range of job titles,descriptions and levels, from office assistants and grounds workers to business managers andregistrar.About 12per cent of respondents indicated theywere in technical positions,which tended to belaboratory or ICT based, although some managers also ticked the technical option. Very fewrespondents indicated theyprovidedprofessional services. These tended tobe in studentwelfareandcareerscounsellingpositionsalthoughthereweretherapistsaswell.Inmanycasestherewerecrossovers,withpeopleindicatingthesamejobtitlechoosingadifferenteducationsupportarea.TheproportionsofsurveyrespondentsbytheEducationSupportarea inwhichtheyareemployedareshowninTable6.3.Proportionsarenotablydifferentinprimaryandsecondarysettings,withthemajorityoftechnicalroleslikelytobeinsecondaryschools.Specialschoolshadahigherproportionofclassroomaides.

Table6.3:ProportionofrespondentsineachEducationSupportareabyschooltype


Specialistschool

% % % %Student/TeacherSupport 54.9 43.6 34.3 71.0Administration/Operations 37.9 34.6 35.0 20.1Technical 6.1 17.7 22.5 2.7ProfessionalServices 1.1 4.1 8.2 6.1Total 100.0 100.0 100.0 100.0


60

Table6.4showsthatahighproportionofEducationSupportrolesareundertakenbyfemales.Thisisparticularly thecaseatprimaryschools.ABSdata for2015agrees,withmales takingonlyonepercent of Education Support roles in Victorian government primary schools.37 About 11 per cent ofEducationSupport rolesare takenbymale respondents in secondary schools,which is lower thanthe19percentshowninABSdata.Female staff are about five years older on average than their male counterparts at primary andsecondary level. Theaverageage for female support staff isover50,which is similar toprincipalsandabouteightyearsolderthantheaverageforteachers.

Table6.4:ProportionofEducationSupportrespondentsbygender,andaverageage,byschooltype

Proportioninsurvey Averageage(years) Male% Female% Male FemalePrimary 2.2 97.6 45.6 51.4PrimaryandSecondary 13.2 86.8 47.6 50.9Secondary 10.9 89.0 46.7 51.7Specialistschool 9.2 90.8 48.6 49.1Total 7.0 92.9 47.0 51.2Tables 6.5 and 6.6 provide further breakdowns of gender and age by the four broad educationsupportroles.Table6.5showsthatthereisahigherproportionofmalesinatechnicalsupportroleatthesecondarylevelthaninanyotherroleand,withtheexceptionofstudent/teachersupportincombinedschools,femalesmakeup90percentormoreofthepopulationinallotherroles.

Table6.5:MaleandfemaleEducationSupportrespondentsbyschooltype


Specialistschool

Male

%Female

%Male

%Female

%Male

%Female

%Male

%Female

%Student/TeacherSupport 1.7 98.0 12.1 87.9 7.7 92.3 7.7 92.3Administration/Operations 1.7 98.3 7.6 92.4 6.9 93.1 8.5 91.5Technical 7.8 92.2 27.7 72.3 24.2 75.3 - -ProfessionalServices - - - - 5.1 94.9 11.1 88.9Total 2.2 97.6 13.2 86.8 10.9 89.0 9.2 90.8Note:MissingproportionsareduetolowresponseratesatthislevelofdisaggregationDue to the lownumberofmales ineducation support roles,andhence responding to the survey,thereweretoofewrespondentstoprovidereliableaveragesbyageinmanycases.Table6.6doessuggestthatmalesinadministration/operationsrolesinsecondaryschoolsareaboutthesameageonaverageasfemalesinthesamerole.Inspecialschools,maleaideswereslightlyolderonaveragewhileinprimaryandsecondarysettingstheywereaboutfiveyearsyoungeronaverage.Malesinatechnical role were about seven years younger on average than females. A closer look at jobdescriptionswouldbenecessarytolookfurtherintopossiblereasonsfortheagedifferences.

37ABS(2016),4221.0,Table51a.


61

Table6.6:Averageage(inyears)ofmaleandfemaleEducationSupportrespondentsbyschooltype


Specialistschool

MaleAge

FemaleAge

MaleAge

FemaleAge

MaleAge

FemaleAge

MaleAge

FemaleAge

Student/TeacherSupport 45.5 50.6 - 50.2 45.2 51.9 50.2 48.9Administration/Operations - 52.2 - 50.9 50.8 51.9 - 51.0Technical - 54.3 - 53.3 45.9 53.1 - -ProfessionalServices - - - - - 47.1 - 43.4Total 45.6 51.4 47.6 50.9 46.7 51.7 48.6 49.1Note:MissingaveragesareduetolowresponseratesatthislevelofdisaggregationOnaverage,those intheareaofstudent/teachersupporthad10yearsofexperience,asshowninTable6.7.Administrationandoperationsstaffhadslightlymoreyearsofexperienceonaverageatprimarylevel(11years)thanatsecondarylevel(9years).Thoseintechnicalpositionsatsecondarylevelhadslightlymoreyearsofexperienceonaveragethanotherroles(13years).

Table6.7:AverageyearsofexperienceinEducationSupportareabyschooltype

Yearsinrole


Specialistschool

Student/TeacherSupport 10.6 10.1 10.2 9.9Administration/Operations 11.5 10.6 9.4 9.1Technical 11.6 10.6 12.7 -ProfessionalServices 11.5 - 8.4 7.9Total 11.0 10.3 10.3 9.5Note:Missingaveragesareduetolowresponseratesatthislevelofdisaggregation


62

6.3 BasisofemploymentEducation support staff were asked about the nature of their employment, including their time-fraction,thetypeofcontracttheywereonandtheirsalaryrange.Table6.8showssomedifferencesbased on the broad area of work, with those in student/teacher support more likely to be in acontractposition(30%)thanthoseinotherareas(6-17%).Similarly,ahigherproportionofthoseinstudent/teachersupport(16%)wereworkingfewerthanthreedaysperweek(<0.6FTE)comparedto3-9percentofthose inotherroles.Only22percentofthose instudent/teachersupportwereworkingfull-time,comparedto65percentofthoseinadministration/operations.

Table6.8:Basisofcurrentemployment,byEducationSupportarea

Student/teacher

support%Admin/

Operations% Technical%Professionalservices%

Typeofposition Ongoing/permanent 47.2 92.9 88.5 82.4Contract3+years 19.0 3.3 2.6 4.0Contract2years 3.3 0.7 2.6 5.6Contract1year 5.7 1.9 4.9 5.6Contract<1year 1.8 0.8 0.9 1.6ContractFamilyleave 1.0 0.2 0 0.8ContractSSP38 22.0 0.2 0.6 0Total 100.0 100.0 100.0 100.0Timefraction Lessthan0.6FTE 16.4 4.2 8.6 3.2Part-time0.6FTEorhigher 61.1 30.2 38.9 32.0Full-time 22.2 65.2 52.3 63.2Total 100.0 100.0 100.0 100.0Given the lower proportions of those in student/teacher support who are in full-time, ongoingpositions, Table 6.9 disaggregates the extent of ongoing positions by primary and secondaryschooling levels,with the administration/operations roles as a point of comparison.About half ofsecondary student/teacher support staff are in ongoing roles compared to just over one third ofprimarystaff.Aboutonefifthofeachareonlongercontracts(ofthreeyearsormore).

Table6.9:Proportionofselectedpositiontypesbyprimaryandsecondaryschool,student/teachersupportandadmin/operations

Student/

teachersupportAdmin/

operations

Primary

%Secondary

%Primary

%Secondary

%Ongoing/permanent 36.6 48.6 92.5 94.6Contract3+years 21.7 19.0 3.6 2.1ContractSSP 29.6 20.5 0.2 0.3

38ContractSSP(StudentSupportProgram)referstoa7-yearcontractinlinewithProgramforStudentswithDisability(PSD)fundingforagivenstudent.Ifthestudentleavesorceasestoattractfunding,thecontractisterminatedwith10weeks’notice.


63

ProportionsofEducationSupportrolesbysalaryscalearereportedinTable6.10.Therearesixsalaryrangeswithintwolevels(leveloneincludesranges1-5,level2isrange6).Eachrangehasfiveorsixincrementswithinit.39Themajorityofstudent/teachersupportstaffareonthelowestsalaryrangewhich,asofAugust2015,wasfrom$40,286-$47,110.Forcomparison,thegrossweeklyearningsforEducationSupportstaffonthehighestincrementofrange1(about$906pw)wasmorethan$300belowtheaveragegrossweeklyearningsforpersons inadministrativeandsupportservicesacrossAustralia($1,243pw)andmorethan$250belowtheaverageearningforfemalesinadministrativeandsupportservices($1,185pw).40Themajorityoftechnicalstaffareinthefirsttworanges,whileadministration/operationsstaffwerespreadmorewidely across the first four ranges. Higher proportions of professional services staffwereinrangethree.

Table6.10:ProportionofEducationSupportrolesbysalaryrange

SalaryRangeasat8/2015

Student/teachersupport

Admin/operations Technical

Professionalservices

Pri% Sec% Pri% Sec% Pri% Sec% Pri% Sec%1:$40,286-$47,110 64.7 61.0 23.5 29.8 40.3 32.8 - 10.42:$48,688-$56,354 7.6 16.1 25.5 33.8 45.8 43.6 - 24.73:$59,074-$69,138 3.2 7.4 29.8 14.2 9.7 15.7 - 40.34:$75,501-$89,022 3.5 1.9 11.8 11.1 0 3.9 - 18.25:$92,006-$105,046 16.3 11.6 6.5 8.9 4.2 2.5 - 3.96:$108,565-$125,505 4.7 1.9 2.8 2.2 0 1.5 - 2.6Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.06.4 WorkloadEducationsupportstaffwereaskedtoindicatetheextenttowhichtheywereabletocompletetheirwork during their formal working hours. Results are presented in Table 6.11. About half of allstudent/teacher support staffwereoftenor always able to complete theirworkduring their paidhoursand15-18percentindicatedthattheywereseldomabletodoso.Onethirdofprimaryandonequarterofsecondaryadministration/operationsstaffwereseldomabletocompletetheirworkandamongprofessionalservicesstaff,42percentwereseldomabletocompletetheirworkwithinformalworkinghours.

Table6.11:ProportionofEducationSupportrolesabletocompleteworkduringformalworkhours

Inatypicalweek,areyouabletocompleteyourworkduringyourformalworkinghours?




Pri% Sec% Pri% Sec% Pri% Sec% Pri% Sec%Neverorseldom 15.4 18.6 33.1 25.7 26.0 16.8 - 42.3Sometimes 34.0 32.0 35.2 32.2 41.6 38.3 - 28.2Often/Alwaysornearlyalways 50.6 49.4 31.7 42.1 32.5 44.9 - 29.5Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0

39MostrecentsalarylevelsavailablearefromAugust2015.Seehttp://www.education.vic.gov.au/hrweb/Documents/Salary-ESC.pdf40ABS6302.0,November2015figures.Seehttp://www.abs.gov.au/ausstats/[email protected]/Latestproducts/6302.0Main%20Features4Nov%202015?opendocument&tabname=Summary&prodno=6302.0&issue=Nov%202015&num=&view.


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Note:MissingproportionsareduetolowresponseratesatthislevelofdisaggregationThemajorityofstaffinEducationSupportroleswererequiredtoundertakedutieswithintheirworkdayinadditiontotheworknormallyrequiredofthem.Inthecaseofstudent/teachersupportstaff,proportionswentup somewhatwithan increase in salary range,as shown inTable6.12,which islinked to an increase in the autonomy and responsibility of the role. The samedid not follow foradministration/operationsatprimarylevel,althoughtheproportionsarehighinbothcasesandthebroadrangeof jobs includedintheareamakes itmoredifficulttosuggestatrend linkedtosalaryrange.

Table6.12:ProportionofEducationSupportrolesrequiredtoundertakeadditionalduties

Areyourequiredtododutieswithintheworkdayinadditiontotheworkthatisnormallyrequiredofyou?-Yes




Pri% Sec% Pri% Sec% Pri% Sec% Pri% Sec%Salaryrange1 69.3 64.7 81.0 72.6 69.0 66.7 - -Salaryrange2 80.4 79.6 72.4 75.2 58.5 62.7 - -All 71.9 67.6 77.3 76.1 67.5 61.4 - 74.0Note:MissingproportionsareduetolowresponseratesatthislevelofdisaggregationAboutone infiveprimarystaffandonequarterofsecondarystaff instudent/teachersupportandadministration/operations roleswerenot required tobe at school beyond their paidhours. Table6.13showsthatthemajoritywererequiredlessoftenthanonceaweek,althoughaboutonequarterwereatschoolbeyondtheirpaidhoursonceortwiceperweek.Anotableproportion(13-28%)wererequiredtobeatschoolinadditiontotheirpaidhoursthreeormoretimesaweek.

Table6.13:ProportionofEducationSupportrolesrequiredtobeatschooloutsideofpaidtime

Howoftendoesyourworkrequireyoutobeatschooloutsideof/inadditiontoyourpaidattendancehours?




Pri% Sec% Pri% Sec% Pri% Sec% Pri% Sec%Never 19.1 27.5 18.8 24.8 31.2 40.0 - 12.8Lessthanonceperweek 46.5 37.9 30.4 34.2 39.0 33.5 - 33.3Onceortwiceperweek 21.2 21.1 28.1 22.7 14.3 14.4 - 25.6Threeormoretimesperweek 13.2 13.5 22.7 18.2 15.6 12.1 - 28.2Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0 100.0Note:Missingproportionsareduetolowresponseratesatthislevelofdisaggregation


65

Table 6.14 shows that in a typical week, Education Support staff spend on average three hoursworkingatschoolbeyondtheirpaidtime.Administration/operationsstaffatprimarylevelindicatedaslightlyhigheraveragenumberofhours (4hours),asdidprofessionalservicesstaff insecondaryandspecialistschools(also4hours).

Table6.14:Averagehoursworkedatschooloutsidepaidtime,byEducationSupportroles

Howmanyhourswouldyouworkatschooloutsideyourpaidattendancehoursinatypicalweek?

Averagehours

Primary Secondary SpecialistStudent/TeacherSupport 2.6 2.7 2.6Administration/Operations 3.9 3.3 3.4Technical 3.0 2.8 2.6ProfessionalServices 3.2 4.1 4.1Total 3.2 3.1 2.96.5 PerceptionsofworkloadEducationSupport staffwereasked fivequestionsabout theirperceptionsof theirworkload,onafourpointscale(Neverorseldom,Sometimes,Often,Nearlyalwaysoralways).Table6.15showstheproportion of support staffwho indicated often or always. Staff in student/teacher support rolesweremorepositiveaboutthemanageabilityoftheirworkload,withnearlythreequartersofprimaryand67percentofsecondarystaffindicatingthattheirworkloadwasmanageableoftenoralways.Incomparison,onlyabouthalfof staff inadministration/operations roles said the same.Onlyone infiveprofessional learningstaff insecondaryschoolsfeltthattheirworkloadwasmanageableoftenoralways.With the exception of professional services staff, amuch higher proportion of education supportstaffconsidertheirworkloadtobemanageableoftenoralwaysthan isthecaseforteachers(22%primary, 18% secondary). About the same proportion of teachers consider the balance betweenhomeandworktobegoodoftenoralways.Amongstaffinthestudent/teachersupportrole,similarproportionsfelttheyoftenoralwayshadagood balance between home and work to those who felt their workload was often or alwaysmanageable. Administration/operations, technical and professional services staff all had higherproportionswho felt that theyhadagoodbalancebetweenhomeandworkoftenoralways thanthosewho indicated that their workloadwas often or alwaysmanageable. This suggests that forsome, even if their workload is only sometimesmanageable, the effect on the balance betweenhomeandworkisnotlarge.AsmallbutconsistentproportionofEducationSupportstaff–about10-14percent–indicatedthattheyfelttheirworkloadoftenoralwaysadverselyaffectedtheirhealth.Theproportionwasnotablyhigheramongprofessionalservicesstaff(28%).EducationSupportstaffwerealsoaskedhowoftentheylookedforwardtotheschoolday.Whilethisquestionwasaskedinthecontextofotherquestionsspecificallyaboutworkloadit isworthnotingthatresponsestothisquestionmaybeaffectedbyfactorswithnorelationtoworkloadoreventothe school environment. Similarly, the question about finding work outside schools may not belinkedtoworkloadissues.


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Table6.15showsthat,aswasthecasewithteachers,higherproportionsofstaffinprimaryschoolslookforwardtotheschooldaythandostaffinsecondaryschools.About60-70percentofstafflookforward to theschooldayoftenoralways.Aboutone in five toonequarterofEducationSupportstaffregularlythinkaboutfindingworkoutsideschools.

Table6.15:EducationSupportstaffperceptionsofworkload

Howoftenwouldyousaythefollowingstatementsapplytoyou?(Often/Always)




Pri% Sec% Pri% Sec% Pri% Sec% Pri% Sec%Myworkloadismanageable 73.0 67.1 47.1 53.8 53.3 61.8 - 17.9Ihaveagoodbalancebetweenhomeandwork 79.8 73.7 60.7 65.1 74.7 74.4 - 57.3Myworkloadadverselyaffectsmyhealth 9.4 14.1 12.0 13.8 13.2 11.4 - 27.6Ilookforwardtotheschoolday 75.3 64.7 68.9 57.2 72.0 63.0 - 64.0Ithinkaboutfindingotherworkoutsideschools 17.5 22.5 16.0 20.7 24.3 19.0 - 20.4Note:MissingproportionsareduetolowresponseratesatthislevelofdisaggregationThesurveyalsoaskedaboutstaffviewsoftheperformanceanddevelopmentprocess.About40-50percentofEducationSupportstafffeltthattheprocesstookupalotoftime,withstaffinSecondaryschools slightly more likely to think so. With the exception of student/teacher support staff inprimaryschools(28%),lessthanoneinfiveEducationSupportstaffwouldsaythattheperformanceanddevelopmentprocessimprovedthewaytheydidtheirjob.

Table6.16:Educationsupportstaffperceptionsoftheperformanceanddevelopmentprocess

Howoftenwouldyousaythefollowingstatementsapplytoyou?(Often/Always)




Pri% Sec% Pri% Sec% Pri% Sec% Pri% Sec%ThePerformanceandDevelopmentprocess/reviewtakesupalotoftime 42.6 49.5 41.3 44.6 44.7 50.2 - 50.0ThePerformanceandDevelopmentprocess/reviewimprovesthewayIdomyjobtosupportstudentlearningand/ortheoperationoftheschool 27.7 18.6 19.9 20.2 16.0 17.1 - 12.8Note:Missingproportionsareduetolowresponseratesatthislevelofdisaggregation


67

REFERENCESABS(2016).4221.0–SchoolsAustralia,2015,Canberra,AustralianBureauofStatistics.Availablefrom:http://www.abs.gov.au/AUSSTATS/[email protected]/Lookup/4221.0Main+Features392015?OpenDocumentABS(2016).6302.0–Averageweeklyearnings,Australia,November2015,Canberra,AustralianBureauofStatistics.Availablefrom:http://www.abs.gov.au/AUSSTATS/[email protected]/Lookup/6302.0Main+Features1Nov%202015?OpenDocumentBeavis,A.(2005).Primaryteacherworkloadstudy,Vol.2Surveydata,NewZealandMinistryofEducation.DET(2016).HumanResources,SalaryRates.Webpage,DepartmentofEducation&Training,Accessed18August2016(Lastupdated2November2015):http://www.education.vic.gov.au/hrweb/employcond/Pages/salaries.aspxDET(2015).Humanresources:Dimensionsofwork,educationsupportclass,Melbourne,DepartmentofEducation&Training.Availablefrom:http://www.education.vic.gov.au/hrweb/Documents/Dimensions_of_Work_descriptors.pdfGibson,S.,Oliver,L.&Dennison,M.(2015).Workloadchallenge:Analysisofteacherconsultationresponses,London,DepartmentforEducation.Ingvarson,L.,Kleinhenz,E.,Beavis,A.,Barwick,H.,Carthy,I.&Wilkinson,J.(2005).Secondaryteacherworkloadstudyreport,NewZealandMinistryofEducation.McKenzie,P.,Weldon,P.,Rowley,G.,Murphy,M.&McMillan,J.(2014).StaffinAustralia’sSchools2013:Mainreportonthesurvey,Canberra,DepartmentofEducationandTraining.Availablefromhttp://research.acer.edu.au/tll_misc/20/Pink,D(2009).Drive:Thesurprisingtruthaboutwhatmotivatesus,RiverheadBooks.PPTA(2016).PPTAworkloadtaskforcereport:Reportofthe2015investigationintoissuesofworkloadintensificationforsecondaryschoolteachersinNewZealand,NewZealandPostPrimaryTeachers’Association.Availablefrom:http://www.ppta.org.nz/resources/publication-list/3650-ppta-workload-taskforce-report-2016Riley,P.(2014).Australianprincipaloccupationalhealth,safety&wellbeingsurvey,2011-2014data,Melbourne,AustralianCatholicUniversity.Availablefrom:http://apo.org.au/resource/australian-principal-health-and-wellbeing-survey-2011-2014Weldon,P.(2016).Out-of-fieldteachinginAustraliansecondaryschools,PolicyInsights6,Melbourne,AustralianCouncilforEducationalResearch.Availablefrom:http://research.acer.edu.au/policyinsights/6/Weldon,P.,Shah,C.&Rowley,G.(2015).Victorianteachersupplyanddemandreport,Melbourne,DepartmentofEducation&Training.Availablefrom:http://www.education.vic.gov.au/about/careers/teaching/Pages/demand.aspx


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Weldon,P.,McMillan,J.,Rowley,G.&McKenzie,P.(2014).Profilesofteachersinselectedcurriculumareas:FurtheranalysisoftheStaffinAustralia’sSchools2013survey,Canberra,DepartmentofEducationandTraining.Availablefrom:http://research.acer.edu.au/tll_misc/22/Wilkinson,J.,Beavis,A.,Ingvarson,L.&Kleinhenz,E.(2005).Primaryteacherworkstudy,Vol.1Approachandanalysis,NewZealandMinistryofEducation.


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APPENDIX1:THEAEUSCHOOLSTAFFWORKLOADQUESTIONNAIRE○Radiobutton–onlyoneoptioncanbechosen1Tickbox–multipleoptionscanbechosen_____Textornumericresponse–directinputForall:Aboutyouandyourcurrentemployment1 Pleaseindicateyourage ______2 Whatisyourgender? ○Male○Female○Iidentifyas___________3 Pleaseindicateyourrole: ○EducationSupport

○Teacher(includingParaprofessional,LeadingTeacher)○Principalclassposition

4 Whatlevelofschoolingdoesyourschoolcaterfor? ○Primary

○PrimaryandSecondary○Secondary○Specialistschool

5 Howlonghaveyouworkedatthisschool? ______years6 Areyouworkingatmorethanoneschoolthisterm? ○Yes○No7 Whatisyouremploymentclassification? ○Paraprofessional ○ClassroomTeacher(7a) ○LeadingTeacher(7b)7a Whatisyoursalaryrange? ○1○2○3○47b Whatisyoursalaryrange? ○1○28 Whatisyourcurrentemploymentarrangement?(notshownforprincipalclass) ○On-going/Permanent

○Fixed-term/Contract3yearsormore○Fixed-term/Contract2years○Fixed-term/Contract1year○Fixed-term/Contractlessthan1year○Fixed-term/ContractFamilyLeave(upto7years)○Fixed-term/ContractStudentSupportProgram(SSP)(upto7years)

9 Atwhattimefractionareyoucurrentlyemployed?(pleaseroundtothenearestfraction) ○1.0Full-time

○0.9○0.8○0.7○0.6○0.5

○0.4○0.3○0.2○0.1○Iamcurrentlyonleave○Iamnotcurrentlyworking

10 (Forpart-timers)Youarecurrentlyworkingpart-time.Doyouwishto ○Yes,decreaseit


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16 Forhowmanyyearshaveyoubeen teaching in total (Counting this

yearasone)? ______years17a17b17c17d

Countingthisyearasone,forhowmanyyearshaveyoubeenintheroleof:AssistantPrincipalPrincipal(ofaschoolorcampus)ExecutivePrincipalLiaisonPrincipal

______years______years______years______years

18 (if teaching less than 7 years) In what year did you complete yourinitialteachereducationprogram? 20____

changeyourtime-fraction? ○No,keepitthesame○Yes,increaseit

(10 answered decrease) I would prefer to decrease mycurrenttime-fractionbecause:

Doesnotapply1 2 3

Stronglyapplies

411c Icanbettermeettheneedsofmyfamily ○ ○ ○ ○12c Idon’twanttoretireyet,butwanttolessenmyworkload ○ ○ ○ ○13c Theworkloadistoomuchformeatmypresenttime-fraction ○ ○ ○ ○14c Iwouldhaveabetterwork-lifebalance ○ ○ ○ ○15c Other____________________________________ ○ ○ ○ ○

(10 answered keep same) I prefer working at my presenttime-fractionbecause:

Doesnotapply1 2 3

Stronglyapplies

411b Icanbettermeettheneedsofmyfamily ○ ○ ○ ○12b Idon’twanttoretireyet,butdonotwanttheworkloadofa

highertime-fraction○ ○ ○ ○

13b Theworkloadistoomuchformeatahighertime-fraction ○ ○ ○ ○14b Ihaveabetterwork-lifebalance ○ ○ ○ ○15b Other____________________________________ ○ ○ ○ ○

(10 answered increase) Iwould prefer to increasemy time-fractionbutIhavenotasyetbecause:

Doesnotapply1 2 3

Stronglyapplies

411a Theonlypositionavailableisatthistime-fraction ○ ○ ○ ○12a Iworkat this time-fractionso that Ihaveadditional time to

managemyworkload○ ○ ○ ○

13a Theworkloadwould be toomuch forme at a higher time-fraction

○ ○ ○ ○

14a Ihaveabetterwork-lifebalance ○ ○ ○ ○15a Other____________________________________ ○ ○ ○ ○


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Forteachers:YourTeachingWorkload19 Pleaseindicateif,thisterm,you:ABCDEFG

○Areageneralistprimaryteacherwithresponsibilityforoneclass○Areageneralistprimaryteacherworkingmostlywithoneclassbutalsorunningclassesforothergroupsinaspecificsubjectareaduringnormalclasstime○Areasubjectspecialistworkingwithclassesacrosstheprimaryyearlevels(P-6)○Areasubjectspecialistworkingwithclassesacrosstheprimaryandsecondaryyearlevels(P-12)○Areasecondaryteacher(7-12)○Areworkingwithungradedstudents○Donothaveaface-to-faceteachingloadthisterm

20 (ifAorB)Howmanyhoursdoyouspendwithyourclass inaweek(timetabledclasstime)?Pleaseroundtothenearesthour

_____Hoursperweek

21 (ifAorB)Whatyearlevelisyourclass? ○P○1○2○3○4○5○6○Classismulti-year

22 (ifB)Howmanyhoursdoyouspendteachingasaspecialistinaweek(timetabledclasstime)?Pleaseroundtothenearesthour

_____Hoursperweek

23 (if C, D, E or F) Howmany hours do you spend teaching in aweek(timetabledclasstime)?Pleaseroundtothenearesthour

_____Hoursperweek

24 (ifB,C,D,EorF)Whichlearningareasareyouteachingthisterm?

Subjectareas taughtaspartofaprimarygeneralist class shouldnotbeincludedhere

YearsP-6

Years7-10

Years11-12

TheArts(Dance,Drama,MediaArts,Music,VisualArts,VisualCommunication,Design)

1 1 1

English/literacy 1 1 1

HealthandPhysicalEducation 1 1 1

TheHumanities(CivicsandCitizenship,EconomicsandBusiness,Geography,History)

1 1 1

Languages 1 1 1

Mathematics/numeracy 1 1 1

Science 1 1 1

Technologies(DesignandTechnologies,DigitalTechnologies) 1 1 1

Other(e.g.IntegratedStudies,EnvironmentalEducation,Library,VET,VCAL,SpecialNeeds)

1 1 1

25 (Onlyanswerstopreviouswillappear)Areyouteachingout-of-fieldin

anyofthesubjectswithintheselearningareas?Youareteachingin-fieldifyouhavecompletedatleastoneyearoftertiarystudiesinthesubjectandhavecompletedtertiarystudiesorprofessionaldevelopmentinmethodsofteachinginthissubjectarea.Ifyoudonotfitintotheabovedefinitionbuthavebeenteachingthesubjectfortwoyearsormoreandfeelcomfortableandcapableteachingthesubjecttotheyearlevel(s)youarein,choose‘in-field’.

In-field

Onesubjectout-of-field

Morethanone

subjectout-of-field

ChosenfromQ24…a ○ ○ ○

ChosenfromQ24…b,etc ○ ○ ○


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Additionalduties26 Doyouundertakeanyorganisationaldutiesinadditiontoyour

classroomrole?Examplesincludemanagingayearlevelorlearningarea,managingaspecialistfunctionsuchassport,studentwelfare,managingaschooltransitionprogram,leadingdevelopmentofcurriculumpoliciesandprograms,managingprofessionaldevelopment,timetabling.

○Yes○No

27 (Ifyes)Howmanyhoursperweekareyoureleasedfromface-to-faceteachingtodotheseduties?

_____Hoursperweek

28 (Ifyes)Onaverage,howmanyhoursperweekdoyouactuallyspendontheseduties?

_____Hoursperweek

29 (Ifyes)Hastheamountofallocatedtimeforthesedutieschangedinthetimethatyouhavebeenresponsibleforthem?Ifyouhavebeendoingthesedutiesformanyyears,pleaseonlyconsiderthelastfiveyears.

○Nochange○Moretimehasbeenallocated○Lesstimehasbeenallocated

YourworkloadinatypicalweekInatypicalweekthisterm,onaveragehowmuchtimehaveyouspentonthefollowingactivitiesoutsideofclasstime?Requiredhoursare38hoursperweekofdutyforfull-time,orequivalentforparttime.Pleaseroundtothenearesthalfhour(0.5)

Duringrequiredhours

Weekdayhoursoutsiderequiredhours

Hoursduringthe

weekend30 Planningandpreparing(individuallyorcollaboratively)–include

timesearchingformaterials,photocopyingclassmaterials,etc._____ _____ _____

31 Developinganddocumentinglessonplansand/orunitsofwork _____ _____ _____32 Markingandtasksrelatedtoassessment _____ _____ _____33 Preparingandgivingfeedbackoutsideclasstime(includingvia

email)_____ _____ _____

34 Talkingtostudentsaboutcurriculumcontent/classroomwork(otherthanaspartofformalfeedback)Includeemailcorrespondenceorotherdigitaltools.

_____ _____ _____

35 Communicatingwithparents/guardians(includingdigitalcommunication)

_____ _____ _____

36 Managingissuesrelatedtoyourteaching,e.g.chasinglateassignments

_____ _____ _____

37 Yarddutyandothersupervisoryroles _____ _____ _____38 Co/extra-curricularactivities(e.g.sportsandclubs) _____ _____ _____39 Talkingtostudentsaboutissuesoutsideofcurriculum

content/classroomwork(egstudentwelfare/wellbeingissues,studentengagementandmanagementissues)Includeallformsofdigitalcommunication

_____ _____ _____

40 Mentoringofotherteachers,supervisionofstudentteachers _____ _____ _____41 Workrelatedtoanyspecificadditionaldutiesyouareresponsible

for,includingmeetingsandallformsofdigitalcommunicationrelatedtotheseduties

_____ _____ _____

42 Allothermeetings _____ _____ _____43 Allotheradministrativeduties,includingrecord-keeping,reading

andrespondingtoallformsofdigitalcommunication,etc._____ _____ _____

Thereareperiodsof timeover thecourseofayearwhenyouundertakeadditional Estimated


73

tasks. Please estimate the amount of hours you spent on these tasks over the lastyear.LeaveblankthosetasksnotrelevanttoyouinthelastyearDonotincludetasksthatyouhavealreadyincludedaspartofyourtypicalweek

hoursspentontasks

44 Workassociatedwithreportwritingandparent/teachernights _____45 Workassociatedwithexaminationperiods _____46 Camps _____47 Supervisingstudentteachers _____48 Concertsordramaproductions _____49 NAPLAN _____50 Opennights _____51 Sportingevents _____52 PerformanceandDevelopmentprocess 53 Analysingstudentdata _____54 Other(pleaseindicatenatureofduty)________________ _____PerceptionsofworkloadHowoftenwouldyousaythefollowingstatementsapplytoyou? Neveror

seldom Sometimes Often

Nearlyalwaysoralways

55 Myworkloadismanageable ○ ○ ○ ○56 Ihaveagoodbalancebetweenhomeandwork ○ ○ ○ ○57 Myworkload at school has a negative effect on the

qualityofmyteaching○ ○ ○ ○

58 Ithinkaboutleavingtheteachingprofession ○ ○ ○ ○59 Ilookforwardtotheschoolday ○ ○ ○ ○60 My workload leaves me little time to provide

necessaryadditionalsupportformycolleagues○ ○ ○ ○

61 Myworkloadadverselyaffectsmyhealth ○ ○ ○ ○62 Ihaveenough time toensure that thevastmajority

ofmylessonsarewellplanned○ ○ ○ ○

63 I am expected to deliver too much curriculumcontent

○ ○ ○ ○

64 The Performance and Development process/reviewtakesupalotoftime

○ ○ ○ ○

65 The Performance and Development process/reviewimprovesthewayIteachintheclassroom

○ ○ ○ ○


74

ManagingworkloadeffectivelyPlease indicate the extent to which you think the following suggestionswouldmakeyourworkloadmoremanageableandenableyoutofocusmoreonprovidingqualityopportunitiesforyourstudentstolearn.

Notatall1 2 3 4

Toagreatextent

566 Increaseand/orprotectnon-contacttimeforplanning,markingand

classroomobservation○ ○ ○ ○ ○

67 Fewerface-to-faceteachinghoursperweek ○ ○ ○ ○ ○68 Greaterclarityaboutteachingrolesandresponsibilities ○ ○ ○ ○ ○69 Smallerclasssizes ○ ○ ○ ○ ○70 Moreteachers ○ ○ ○ ○ ○71 Moreteachingassistants ○ ○ ○ ○ ○72 Reducebureaucracy(e.g.extentofmonitoring,testing,recording,

reportingandaccountabilitypractices)○ ○ ○ ○ ○

73 Reducethenumberofgovernmentinitiatives(e.g.changingrequirementsinareassuchascurriculum,assessmentandreporting)

○ ○ ○ ○ ○

74 Policiesreducingandmanagingallformsofdigitalcommunication ○ ○ ○ ○ ○75 BetteruseofICTtoimproveaccessto,andpreventreplicationof,

data○ ○ ○ ○ ○

AboutyourteachingThinking about your teaching this year, to what extent have youbeenableto:

Notatall1 2 3 4 5 6

Toagreatextent

776 teachaswellasyoucan ○ ○ ○ ○ ○ ○ ○77 knowyourstudentsaswellasyouneedto ○ ○ ○ ○ ○ ○ ○78 meetyourstudents’individuallearningneeds ○ ○ ○ ○ ○ ○ ○79 planeffectivelytomeetyourstudents’individuallearning

needs○ ○ ○ ○ ○ ○ ○

80 meettheneedsofstudentswhoarelessmotivatedtolearn ○ ○ ○ ○ ○ ○ ○81 meettheneedsofstudentswhoarestrugglingwiththeir

learning○ ○ ○ ○ ○ ○ ○

82 meettheneedsofhighlymotivatedstudents ○ ○ ○ ○ ○ ○ ○83 setchallengingandworthwhilelearninggoalsforyour

students○ ○ ○ ○ ○ ○ ○

84 implementsuitableandengaginglearningactivitiestomeetlearninggoals

○ ○ ○ ○ ○ ○ ○

85 selectappropriateandinterestingteachingandlearningresources

○ ○ ○ ○ ○ ○ ○

86 monitorandassessstudentprogresseffectively ○ ○ ○ ○ ○ ○ ○87 managestudentbehavioureffectively ○ ○ ○ ○ ○ ○ ○88 shareandanalysewithcolleagues:teachingresources,

teachingactivities,pedagogy,studentwork○ ○ ○ ○ ○ ○ ○

89 keepupwithprofessionalreadingandresearchinyourfieldofteaching

○ ○ ○ ○ ○ ○ ○

90 providetimelyandusefulfeedbacktoyourstudentsabouttheirlearning

○ ○ ○ ○ ○ ○ ○

91 reflectonandevaluatethequalityofyourteaching ○ ○ ○ ○ ○ ○ ○92 developyourprofessionalexpertiseasateacher ○ ○ ○ ○ ○ ○ ○


75

Towhatextentdothefollowingstatementsapplyinyoursituation? Notatall1 2 3 4

Toagreatextent

5109 IdecidehowIamgoingtoteachthecurriculum ○ ○ ○ ○ ○110 Ihaveafairdegreeofcontrolovermychoiceofprofessional

developmentactivity○ ○ ○ ○ ○

111 I’mtrustedtoplanmyunitsofworkinthewayIthinkisbestformystudents

○ ○ ○ ○ ○

112 IchoosethemethodsIwillusetoassessmystudents’learning ○ ○ ○ ○ ○113 I’mencouragedtoinnovate,takeafewrisksandexperimentwithmy

teaching○ ○ ○ ○ ○

114 IhavethesupportthatIneedtoconstantlyimprovemyteachingpractice

○ ○ ○ ○ ○

115 Iandmycolleagueshelpeachothertoidentifyandassessourstudents’learningneedsandprogress

○ ○ ○ ○ ○

116 Teachersatthisschoolshareideasabouthowtoteachaconceptorskill

○ ○ ○ ○ ○

117 Ihavesufficientopportunitiestoparticipateineffectiveprofessionaldevelopment

○ ○ ○ ○ ○

118 Iparticipateinobservationsofmycolleagues’classrooms ○ ○ ○ ○ ○119 Ourschoolhascleareducationalgoalsandvision ○ ○ ○ ○ ○120 IfeelIcanmakeadifferenceatthisschool ○ ○ ○ ○ ○121 Teachersinthisschoolbelievetheycanengageallstudents ○ ○ ○ ○ ○122 Wehaveacommonapproachtosupportourstudents ○ ○ ○ ○ ○123 Wesolveproblems,wedon’tjusttalkaboutthem ○ ○ ○ ○ ○124 Igetalotofsatisfactionfrommycurrentteaching ○ ○ ○ ○ ○Yourfutureinteaching

Ifyouweregivenadditionaltimeforteaching-relatedtasks,whatwouldbeyourprioritiesforusingthattime?Chooseuptofiveareas 93 Gettingtoknowyourstudent’sindividuallearningneedsbetter 194 Meetingtheneedsofstudentswhoarestrugglingwiththeirlearning 195 Meetingtheneedsofstudentswhoarelessmotivatedtolearn 196 Meetingtheneedsofhighlymotivatedstudents 197 Planningeffectivelytomeetyourstudents’individuallearningneeds 198 Settingchallengingandworthwhilelearninggoalsforyourstudents 199 Implementingsuitableandengaginglearningactivitiestomeetlearninggoals 1100 Selectingappropriateandinterestingteachingandlearningresources 1101 Monitoringandassessingstudentprogressmoreeffectively 1102 Managingstudentbehaviourmoreeffectively 1103 Sharingandanalysingstudents’workwithcolleagues 1104 Keepingupwithprofessionalreadingandresearchinyourfieldofteaching 1105 Providingtimelyandusefulfeedbacktoyourstudentsabouttheirlearning 1106 Reflectingonandevaluatingthequalityofyourteaching 1107 Developingyourprofessionalexpertiseasateacher 1108 Communicatingwithparentstosupportstudentlearning 1


76

125 Whichofthefollowingstatementsappliestoyou?ABCD

○Idonotintendtoleaveteachingbeforeretirement○Isometimesthinkaboutleavingteaching○Ioftenthinkaboutleavingteaching○Ihavedecidedtoleaveteaching

(if B, C or D) To what extent do the following factors affect your thinkingaboutleaving,ordecisiontoleaveteaching?

Notatall1 2 3 4

Toagreatextent

5126 Shortcontractsandlackofongoing,permanentpositions ○ ○ ○ ○ ○127 Ineverintendedteachingtobealongtermcareer ○ ○ ○ ○ ○128 Idonotenjoy,ornolongerenjoyteaching ○ ○ ○ ○ ○129 Classsizestoolarge ○ ○ ○ ○ ○130 Havingtodealwithstudentmanagement ○ ○ ○ ○ ○131 Thenon-teachingworkload–administration ○ ○ ○ ○ ○132 Thenon-teachingworkload–otherdutiesanddemandsonmytime ○ ○ ○ ○ ○133 Excessiverequirementsformonitoring,assessment,recording,

reportingandaccountability○ ○ ○ ○ ○

134 Insufficientnonface-to-faceteachingtime ○ ○ ○ ○ ○135 Stressandconcernsaboutmyhealthasaresultofthejob ○ ○ ○ ○ ○136 Neworchangingschoolandsysteminitiatives–toomany,tootime

consuming,lackofcoordination,constantchange○ ○ ○ ○ ○

137 Fewopportunitiestoincreasemysalarysignificantly ○ ○ ○ ○ ○138 Qualityofschoolleadership/management ○ ○ ○ ○ ○139 Lackofsupport ○ ○ ○ ○ ○140 Insufficientrecognitionorrewardforteachers ○ ○ ○ ○ ○141 Other(pleasespecify)_____________________________________ ○ ○ ○ ○ ○


77

ForPrincipals142 Pleasechoosethecategorybelowthatbestfitsyourrole: ○AssistantPrincipal

○Principalofacampus○Principalofasmallschool–withteachingresponsibilities○Principalofaschool○ExecutivePrincipal○LiaisonPrincipal

143 Whatisyouremploymentclassification?a ○AssistantPrincipal b ○Principal c ○ExecutivePrincipal d ○LiaisonPrincipal 143a Whatisyoursalaryrange? ○1○2○3○4143b,d Whatisyoursalaryrange? ○1○2○3○4○5○6 AveragehoursworkedperweekinTerm1:144145146147

Duringtheschoolterm:__________hoursperweekdayDuringtheschoolterm:__________hoursperweekendDuringtheschoolholiday:_________hoursperweekdayDuringtheschoolholiday:_________hoursperweekend

148 Howmanyhoursdidyouspendonalljob-relatedactivitiesinthelastweek(MondaytoSunday)?

________hoursAboutwhatproportionoftimedidyouspendonthefollowinginTerm1thisyear: Totalshouldadd

upto100%149 Internaladministrativetasks ____150 Curriculumandteaching-relatedtasks ____151 Compliancerequirementsfromregional,stateornationaleducation

authorities/departments____

152 Representingtheschoolatmeetings,inthecommunityandnetworking ____153 Publicrelationsandfundraising ____154 OccupationalHealthandSafetycompliance ____155 Groundsandmaintenance ____156 Otherduties,oddjobs,etc.(Pleasespecify)______________ ____ Total 100Howoftenwouldyousaythefollowingstatementsapplytoyou?

Neverorseldom Sometimes Often

Nearlyalwaysor


78

always157 Myworkloadismanageable ○ ○ ○ ○158 Ihaveagoodbalancebetweenhomeandwork ○ ○ ○ ○159 Ithinkaboutleavingtheteachingprofession ○ ○ ○ ○160 Ithinkaboutrelinquishingmyroleas

principal/assistantprincipal○ ○ ○ ○

161 Ilookforwardtotheschoolday ○ ○ ○ ○162 Myworkloadadverselyaffectsmyhealth ○ ○ ○ ○163 Ispendareasonableamountoftimeonleading

teachingandlearningatmyschool○ ○ ○ ○

164 Themajorityofmyworkdayisspentmanagingschooladministrationrequirements

○ ○ ○ ○

165 IspendmoretimethanIusedtooncompliancerequirements

○ ○ ○ ○

166 Ihaveenoughtimetoprovidenecessaryprofessionalsupportformycolleagues

○ ○ ○ ○

167 MyPerformanceandDevelopmentprocess/reviewtakesupalotoftime

○ ○ ○ ○

168 MyPerformanceandDevelopmentprocess/reviewimprovesthewayIleadmyschool

○ ○ ○ ○

169 ThestaffPerformanceandDevelopmentprocess/reviewtakesupalotoftime

○ ○ ○ ○

170 ThestaffPerformanceandDevelopmentprocess/reviewimprovesstaffperformanceatmyschool

○ ○ ○ ○

Thinking about your year so far, towhat extent have you beenableto:

Notatall1 2 3 4 5 6

Toagreatextent

7171 Leadteachingandlearninginyourschool ○ ○ ○ ○ ○ ○ ○172 Furtherdeveloporsupportacollaborativeculturefor

schoolimprovementatyourschool○ ○ ○ ○ ○ ○ ○

173 Furtherdeveloporsupportacultureofhighexpectationsandlife-longlearningatyourschool

○ ○ ○ ○ ○ ○ ○

174 Analysestudentlearninganddevelopmentwithteachingstaff

○ ○ ○ ○ ○ ○ ○

175 Identifyandprioritiseareasoflearningneedsacrosstheschool

○ ○ ○ ○ ○ ○ ○

176 Takeanactivepartinplanninganddevelopingcurriculumprogramsandinstructionalapproachestohelpensureallstudentsaresuccessful

○ ○ ○ ○ ○ ○ ○

177 Workwithstafftoidentifyandstrategicallyresourceprogramstomeettheneedsofstudentswhoarelessmotivatedtolearnandthosewhoarestrugglingwiththeirlearning

○ ○ ○ ○ ○ ○ ○

178 Designandplayanactiveroleinprogramstobuildteachercapacitytoenhancestudentlearning

○ ○ ○ ○ ○ ○ ○

179 Keepuptodatewiththelatestresearchonstudentlearningtoengagestaffinprofessionalconversations

○ ○ ○ ○ ○ ○ ○

180 Communicatewithparentstosupportstudentlearning ○ ○ ○ ○ ○ ○ ○To what extent would the following assist in making your workload asprincipalmoremanageableinyourschool?

Notatall 2 3 4

Toagreatextent


79

1 5181 Moreadministrativesupport ○ ○ ○ ○ ○182 Morespecialiststaffforstudentwellbeingwork ○ ○ ○ ○ ○183 Morestaffatleadershiplevel ○ ○ ○ ○ ○184 Anincreasedbudget ○ ○ ○ ○ ○185 Anincreasedcapacitytoattractandretaineffectiveteachers ○ ○ ○ ○ ○186 BetteraccesstoICTandschoolICTnetworks ○ ○ ○ ○ ○187 Betterfacilities ○ ○ ○ ○ ○188 Greatercommunityinvolvementintheschool ○ ○ ○ ○ ○189 Moreteachers ○ ○ ○ ○ ○190 Simplifiedcompliancerequirements ○ ○ ○ ○ ○191 Moreteacheraides ○ ○ ○ ○ ○192 Greaterregionalordepartmentalsupport ○ ○ ○ ○ ○193 Fewer/morestrategicDepartmentalcommunications ○ ○ ○ ○ ○194 Other_______________________ ○ ○ ○ ○ ○Towhatextentwouldthefollowingassistinmakingtheworkloadofteachersmoremanageableinyourschool?

Notatall1 2 3 4

Toagreatextent

5195 Transferringroutineadministrativetaskstosupportstaff ○ ○ ○ ○ ○196 Transferringstudentwellbeingworktospecialiststaff ○ ○ ○ ○ ○197 Additionalstaffing ○ ○ ○ ○ ○198 Smallerclasses ○ ○ ○ ○ ○199 Lessface-to-faceteachingtime ○ ○ ○ ○ ○200 BetteraccesstoITandschoolnetworks ○ ○ ○ ○ ○201 Creationofmoreguaranteedtimeforplanningandpreparationwithin

theworkingweek○ ○ ○ ○ ○

202 Anoveralllimittothelengthoftheworkingweek ○ ○ ○ ○ ○203 Reducedcompliancerequirements ○ ○ ○ ○ ○204 Transferringroutinetaskssuchasexamsupervisionandstudent

supervisionoutsidecontacttimetosupportstaff○ ○ ○ ○ ○

205 Morein-classsupportforteachers ○ ○ ○ ○ ○206 MorespecialistssuchasITtechnicians,Labtechnicians,education

psychologists,welfareofficersandsocialworkers○ ○ ○ ○ ○

207 Other_______________________ Overall,howmanageableorunmanageableistheworkloadoffollowinggroupsinyourschool? Manageable

Manageableexceptforshortperiods

Unmanageablemostofthetime

208 PrincipalClassTeam ○ ○ ○209 LeadingTeachers ○ ○ ○210 Teachers ○ ○ ○211 EducationSupportStaff ○ ○ ○Towhatextentdoyoufeelsupportedinyourrole? Not

applicableNotatall

1 2 3 4Toagreatextent5

212 Byyouradministrativestaff ○ ○ ○ ○ ○ ○213 Byyourteachingstaff ○ ○ ○ ○ ○ ○214 Byyourleadershipteam ○ ○ ○ ○ ○ ○215 Byotherprincipals ○ ○ ○ ○ ○ ○216 Byyourregionalofficepersonnel ○ ○ ○ ○ ○ ○217 BytheDepartment ○ ○ ○ ○ ○ ○


80

ForEducationSupportStaff218 Whichofthefollowingbestdescribesyourrole? ○Student/TeacherSupport(e.g.classroom,aides,secondaryteacherassistant,educationalprograms)

○Administration/Operations(e.g.office,finance,business,facilities,generalmaintenance)○Technical(e.g.laboratory,library,IT)○ProfessionalServices(e.g.HR,careers)

220 Whatisyourcurrentsalaryrange? ○1○2○3○4○5○6221 Forhowmanyyearshaveyoubeendoingthiskindofroleinschools

(Countingthisyearasone)? ______years222 Areyourequiredtododutieswithintheworkdayinadditiontotheworkthatisnormallyrequiredof

you? ○Yes○No223 Inatypicalweek,areyouabletocompleteyourworkduringyourformalworkinghours? ○Neverorseldom

○Sometimes○Often○Alwaysornearlyalways

224 Howoftendoesyourworkrequireyoutobeatschooloutsideof/inadditiontoyourpaidattendance

hours? ○Never

○Lessthanonceperweek○Onceortwiceperweek○Threeormoretimesperweek

225 (ifnotnever)Pleaseidentifythedutiesyoucarryoutatschooloutsideof/inadditiontoyourpaid

attendancehours 1Workassociatedwithreportwriting

1Camps1Parent/teachernights1Excursions1Concertsordramaproductions1Opendays/nights1Sportingevents1Other(Pleasespecifybelow)__________________

226 Howmanyhourswouldyouworkatschooloutsideyourpaidattendancehoursinatypicalweek? ______Hours227 Areyouprovidedwithtimeinlieu(TIL)forthesehours? ○Yes○No228 Doyouundertakeschool-relatedworkathome? ○Neverorseldom

○Sometimes

219 Pleaseindicatethetitleofyourrole,oryourmainresponsibilityifitisnotclearfromyourjobtitlewhatyoudo:Pleasebebriefandusekeywordsorcommondescriptionsofyourrole

_____________________________________________________________


81

○Often○Alwaysornearlyalways

229 Whatkindofworkdoyouusuallytakehome? _________________________________230 Areyouprovidedwithtimeinlieu(TIL)forthesehours? ○Yes○NoHowoftenwouldyousaythefollowingstatementsapplytoyou? Never

orseldom

Sometimes Often

Nearlyalwaysoralways

231 Myworkloadismanageable ○ ○ ○ ○232 Ihaveagoodbalancebetweenhomeandwork ○ ○ ○ ○233 Ithinkaboutfindingotherworkoutsideschools ○ ○ ○ ○234 Ilookforwardtotheschoolday ○ ○ ○ ○235 Myworkloadadverselyaffectsmyhealth ○ ○ ○ ○236 ThePerformanceandDevelopmentprocess/reviewtakes

upalotoftime○ ○ ○ ○

237 ThePerformanceandDevelopmentprocess/reviewimprovesthewayIdomyjobtosupportstudentlearningand/ortheoperationoftheschool

○ ○ ○ ○

Forall:WorkplaceenvironmentThe questions in this scale ask you about aspects of yourworkenvironmentoverthelastmonth. Never

Almostnever Sometimes

Fairlyoften

Veryoften

238 Inthelastmonth,howoftenhaveyoufeltsupportedbyyourcolleagues?

○ ○ ○ ○ ○

239 (Teachers/ES)Inthelastmonth,howoftenhaveyoufeltsupportedbytheschoolleadership?

○ ○ ○ ○ ○

240 (Principals)Inthelastmonth,howoftenhaveyoufeltsupportedbytheDepartment

○ ○ ○ ○ ○

241 Inthelastmonth,howoftenhaveyoufeltstressedbywork?

○ ○ ○ ○ ○

242 Inthelastmonth,howoftenhaveyoufeltconfidentaboutyourabilitytohandleyourresponsibilitiesatwork?

○ ○ ○ ○ ○

243 Inthelastmonth,howoftenhaveyouhadtodealwithchallengingstudentbehaviour?

○ ○ ○ ○ ○

244 Inthelastmonth,howoftenhaveyouhadtodealwithchallengingbehaviourfromparents?

○ ○ ○ ○ ○

245 Inthelastmonth,howoftenhaveyoufeltthatyouwereontopofthingsatwork?

○ ○ ○ ○ ○

246 Inthelastmonth,howoftenhaveyoufeltengagedinyourwork?

○ ○ ○ ○ ○

247 Inthelastmonth,howoftenhaveyoufeltsatisfiedbyyourwork?

○ ○ ○ ○ ○

248 Inthelastmonth,howoftenhaveyoufeltworkrequirementswerepilingupsohighthatyoucouldnotovercomethem?

○ ○ ○ ○ ○


82

Ifyouwould like to talk toUnionrepresentativesaboutwork-related issues,call theAEUon94172822(Press1)249 Ifyouwouldliketoprovideanyadditionalcommentsaboutyourworkload,pleasedosohere: _________________________________Thankyoufortakingthetimetocompletethissurvey.Weappreciateyourparticipation.Ifyouwouldliketocheckanythingbeforesubmitting,pleaseusethe'Previous'buttonbelowtodoso,otherwise,pleaseclick'Submit'tofinaliseyourresponse.