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Abstract
Government policy assumes that modernization and remodelling will be effective as external intervention mechanisms to improve job satisfaction. Based on data collected as part of the evaluation of the ‘Transforming the School Workforce Pathfinder Project’, an argument is presented here which suggests that internal management models may be more effective in improving teacher job satisfaction. By comparing the responses of teachers within primary and special schools with those from secondary schools, internal factors are identified which may be more relevant than externally imposed measures.
We wish to acknowledge the contribution of all the members of the ‘Transforming the School Workforce: Pathfinder Evaluation’ team, who are all colleagues at the University of Birmingham: Hywel Thomas, Graham Butt, Antony Fielding, Julie Foster, Helen Gunter, Ann Lance, Steve Rayner, Desmond Rutherford, Liz Potts, Steve Powers, Ian Selwood and Chris Szwed.
