Teacher workload and the organisation of work: a research agenda for a post-pandemic future

References

• Abaci, S., J. Robertson, H. Linklater, and F. McNeill. 2021. “Supporting School Teachers’ Rapid Engagement with Online Education.” Educational Technology Research & Development 69 (1): 29–34. https://doi.org/10.1007/s11423-020-09839-5.
   PubMed Web of Science ®Google Scholar
• Acemoglu, D., and D. Autor. 2011. “Skills, Tasks and Technologies: Implications for Employment and Earnings.” Handbook of Labor Economics 4 (Part B): 1043–1171. https://doi.org/10.1016/S0169-7218(11)02410-5.
   Google Scholar
• Alirezabeigi, S., J. Masschelein, and M. Decuypere. 2020. “Investigating Digital Doings Through Breakdowns: A Sociomaterial Ethnography of a Bring Your Own Device School.” Learning, Media and Technology 45 (2): 193–207. https://doi.org/10.1080/17439884.2020.1727501.
   Web of Science ®Google Scholar
• Armstrong, P. 2022. ““Queensland Teachers Will Be Granted the ‘Right to disconnect’ in New Enterprise Agreement.” HRM Online, December 19. https://www.hrmonline.com.au/section/legal/queensland-teachers-granted-right-to-disconnect/.
   Google Scholar
• Australian Government Department of Education. 2022. “Teacher Workforce Shortages Issues Paper.” August 8. https://ministers.education.gov.au/sites/default/files/documents/Teacher%20Workforce%20Shortages%20-%20Issues%20paper.pdf.
   Google Scholar
• Barnsley, W. 2023. “Queensland Governments Gives Go-Ahead for Schools to Allow Four-Day School Week.” 7 News. https://7news.com.au/news/qld/queensland-government-reportedly-gives-go-ahead-for-schools-to-allow-four-day-school-week-c-12491609.
   Google Scholar
• Black, E. 2023. “Why There’s a Growing Push for the ‘Right to Disconnect’.” Australian Financial Review, August 11. https://www.afr.com/work-and-careers/workplace/why-there-s-a-growing-push-for-the-right-to-disconnect-20230807-p5duko.
   Google Scholar
• Carroll, L. 2022. “Teachers to Get Helping Hand Preparing for Lessons.” Sydney Morning Herald. August 1. https://www.smh.com.au/national/nsw/teachers-to-get-helping-hand-preparing-for-lessons-20220729-p5b5sg.html.
   Google Scholar
• Cochran-Smith, M. 2003. “The Unforgiving Complexity of Teaching Avoiding Simplicity in the Age of Accountability.” Journal of Teacher Education 54 (1): 3–5. https://doi.org/10.1177/0022487102238653.
   Web of Science ®Google Scholar
• Connell, R. W. 1985. Teachers’ Work. North Sydney: Allen & Unwin.
   Google Scholar
• Creagh, S., G. Thompson, N. Mockler, M. Stacey, and A. Hogan. 2023. “Workload, Work Intensification and Time Poverty for Teachers and School Leaders: A Systematic Research Synthesis.” Educational Review 1–20. https://doi.org/10.1080/00131911.2023.2196607.
   Web of Science ®Google Scholar
• Cuban, L., H. Kirkpatrick, and C. Peck. 2001. “High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox.” American Educational Research Journal 38 (4): 813–834. https://doi.org/10.3102/00028312038004813.
   Web of Science ®Google Scholar
• Cuskelly, L., A. Hogan, and G. Thompson. 2023. “Commercial Triage in Public Schooling: COVID-19, Autonomy and ‘Within System’ Inequality.” Journal of Educational Administration and History 1–17. https://doi.org/10.1080/00220620.2023.2174953.
   Web of Science ®Google Scholar
• Dabaja, I. 2022. “Mechanisms of Control and Resistance in the Devolved Work of Public School Principals in New South Wales.” Labour and Industry 33 (1): 142–159. https://doi.org/10.1080/10301763.2022.2137542.
   Google Scholar
• Davidson, S., and O. Turin. 2021. “Preschool Teachers’ Experience of Parents’ WhatsApp Groups: Technological Ambivalence and Professional De-Skilling.” Gender and Education 33 (8): 983–998. https://doi.org/10.1080/09540253.2021.1884195.
   Web of Science ®Google Scholar
• Department of Education. 2022. “Issues Paper.” Teacher Workforce Shortages. https://ministers.education.gov.au/sites/default/files/documents/Teacher%20Workforce%20Shortages%20-%20Issues%20paper.pdf.
   Google Scholar
• Egan, A. 2020. A Review of Technology in Teaching and Learning. Education International. June. https://www.ei-ie.org/en/item/25281:a-review-of-technology-in-teaching-and-learning.
   Google Scholar
• Eradze, M., E. Bardone, and A. Dipace. 2021. “Theorising on COVID-19 Educational Emergency: Magnifying Glasses for the Field of Educational Technology.” Learning, Media and Technology 46 (4): 404–419. https://doi.org/10.1080/17439884.2021.1961802.
   Web of Science ®Google Scholar
• Fitzgerald, S., S. McGrath-Champ, M. Stacey, R. Wilson, and M. Gavin. 2019. “Intensification of Teachers’ Work Under Devolution: A ‘Tsunami’ of Paperwork.” Journal of Industrial Relations 61 (5): 613–636. https://doi.org/10.1177/0022185618801396.
   Web of Science ®Google Scholar
• Fray, L., F. Jaremus, J. Gore, A. Miller, and J. Harris. 2023. “Under Pressure and Overlooked: The Impact of COVID-19 on Teachers in NSW Public Schools.” The Australian Educational Researcher 50: 701–727. https://doi.org/10.1007/s13384-022-00518-3.
   PubMed Web of Science ®Google Scholar
• Fullan, M., J. Quinn, M. Drummy, and M. Gardner. 2020. “Education Reimagined: The Future of Learning. A Collaborative Position Paper Between New Pedagogies for Deep Learning and Microsoft Education.”
   Google Scholar
• Fuller, J., and W. Kerr. 2022. “The Great Resignation Didn’t Start with the Pandemic.” Harvard Business Review, March 23. https://hbr.org/2022/03/the-great-resignation-didnt-start-with-the-pandemic.
   Google Scholar
• Gavin, M., and M. Stacey. 2022. “Enacting Autonomy Reform in Schools: The Re-Shaping of Roles and Relationships Under Local Schools, Local Decisions.” Journal of Educational Change 24 (3): 501–523. https://doi.org/10.1007/s10833-022-09455-5.
   Web of Science ®Google Scholar
• Harris, C. 2023. “AI a Headache for Teachers, but Could Soon Help Mark Students’ Work.” The Sydney Morning Herald, May 24. https://www.smh.com.au/politics/federal/ai-is-a-headache-for-teachers-but-could-soon-help-mark-students-work-20230524-p5dawi.html.
   Google Scholar
• Heffernan, A., D. Bright, M. Kim, F. Longmuir, and B. Magyar. 2022. “‘I Cannot Sustain the Workload and the Emotional Toll’: Reasons Behind Australian Teachers’ Intentions to Leave the Profession.” Australian Journal of Education 66 (2): 196–209. https://doi.org/10.1177/00049441221086654.
   Web of Science ®Google Scholar
• Henebery, B. 2022. “NSW Schools to Trial Extended Hours in Term 3.” The Educator Online, May 12. https://www.theeducatoronline.com/k12/news/nsw-schools-to-trial-extended-hours-in-term-3/280186.
   Google Scholar
• Hogan, A., and G. Thompson. 2019. “The Quasi-Marketization of Australian Public Schooling: Affordances and Contradictions of the New Work Order.” Asia Pacific Journal of Education 39 (3): 391–403. https://doi.org/10.1080/02188791.2019.1598849.
   Web of Science ®Google Scholar
• Howard, S. K., T. Swist, D. Gasevic, K. Bartimote, S. Knight, K. Gulson, T. Apps, J. Peloche, N. Hutchinson, and N. Selwyn. 2022. “Educational Data Journeys: Where Are We Going, What Are We Taking and Making for AI?” Computers and Education: Artificial Intelligence 3:100073. https://doi.org/10.1016/j.caeai.2022.100073.
   Google Scholar
• Howard, S. K., J. Tondeur, F. Siddiq, and R. Scherer. 2021. “Ready, Set, Go! Profiling Teachers’ Readiness for Online Teaching in Secondary Education.” Technology, Pedagogy & Education 30 (10): 141–158. https://doi.org/10.1080/1475939X.2020.1839543.
   Google Scholar
• Hunter, J., J. Sonnemann, and R. Joiner. 2022. Results of the 2021 Grattan Survey on Teachers’ Time. Supplement to Making Time for Great Teaching. Grattan Institute. https://grattan.edu.au/wp-content/uploads/2022/01/Making-time-for-great-teaching-survey-results.pdf.
   Google Scholar
• Landis-Hanley, J. 2022. “NSW and Victoria Schools Reopening Plans Focus on Covid Surveillance Testing but Scrap Contact Tracing.” The Guardian, January 23. https://www.theguardian.com/australia-news/2022/jan/23/nsw-and-victoria-school-reopening-plans-focus-on-covid-surveillance-testing-but-scrap-contact-tracing.
   Google Scholar
• Lemon, N., and S. McDonough. 2023. ““I Feel Like Nothing Else Will Ever Be This Hard”: The Dimensions of Teacher Resilience During the COVID-19 Pandemic.” The Educational Forum 87 (4): 304–318. https://doi.org/10.1080/00131725.2023.2178564.
   Web of Science ®Google Scholar
• Lingard, B., S. Sellar, A. Hogan, and G. Thompson. 2017. Commercialisation in Public Schooling (CIPS): An Australian Study. Sydney, NSW: News South Wales Teachers Federation. https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/2017_Education_International_Commercialisation_In_Public_Schools_FINALv02.pdf.
   Google Scholar
• Loble, L. 2022. “Shaping AI and Edtech to Tackle Australia’s Learning Divide.” University of Technology Sydney. https://doi.org/10.57956/kxye-qd93.
   Google Scholar
• Loble, L. 2023. “The Rise of ChatGPT Shows Why We Need a Clearer Approach to Technology in Schools.” The Conversation, February 15.
   Google Scholar
• Longmuir, F. 2023. “Australia’s Teacher Shortage Is a Generational Crisis in the Making. How Can We Turn Things Around?” ABC, January 30. https://www.abc.net.au/news/2023-01-30/pandemic-exposed-australia-teacher-shortage-students-schools/101886452.
   Google Scholar
• McDonough, S., and N. Lemon. 2022. “‘Stretched Very thin’: The Impact of COVID-19 on teachers’ Work Lives and Well-Being.” Teachers & Teaching. https://doi.org/10.1080/13540602.2022.2103530.
   Web of Science ®Google Scholar
• McGrath-Champ, S., S. Fitzgerald, M. Gavin, M. Stacey, and R. Wilson. 2023. “Commodification Processes in the Employment Heartland: Temporary Teachers’ Experiences of Work and Workload.” Work, Employment and Society 37 (5): 1165–1185. https://doi.org/10.1177/09500170211069854.
   Google Scholar
• McGrath-Champ, S., R. Wilson, M. Stacey, and S. Fitzgerald. 2018. Understanding Work in Schools: The Foundation for Teaching and Learning (2018 Report to the NSW Teachers Federation).
   Google Scholar
• McKinsey Global Institute. 2023. How Hybrid Work Has Changed the Way People Work, Live, and Shop. https://www.mckinsey.com/mgi/our-research/empty-spaces-and-hybrid-places-chapter-1.
   Google Scholar
• Newhouse, C. P. 2014. “Learning with Portable Digital Devices in Australian Schools: 20 Years On!” The Australian Educational Researcher 41 (4): 471–483. https://doi.org/10.1007/s13384-013-0139-3.
   Web of Science ®Google Scholar
• NSW Department of Education. 2021. “NSW Education in Numbers for 2021.” February 15. https://education.nsw.gov.au/news/latest-news/nsw-education-in-numbers-for-2021.
   Google Scholar
• NSW Department of Education. 2022. “NSW Schools to Trial Extended School Hours.” July 8. https://education.nsw.gov.au/news/latest-news/nsw-schools-to-trial-extended-school-hours--.
   Google Scholar
• NSW Government. 2022. Quality Time Program, Mid-Year Update, July. NSW Department of Education. https://education.nsw.gov.au/content/dam/main-education/teaching-and-learning/quality-time/update/Quality_Time_Mid-year_Update_2022.pdf.
   Google Scholar
• NSW Government. 2023. “True Impact of Teacher Shortages in NSW Public Schools Revealed: Nearly 10,000 Lessons without a Teacher Each Day.” NSW Government, October 24. https://www.nsw.gov.au/media-releases/public-school-teacher-shortages.
   Google Scholar
• OECD. 2020. “Education Responses to Covid-19: Embracing Digital Learning and Online Collaboration.” https://read.oecd-ilibrary.org/view/?ref=120_120544-8ksud7oaj2&title=Education_responses_to_Covid-19_Embracing_digital_learning_and_online_collaboration.
   Google Scholar
• Ordway, D. 2022. “The Four-Day School Week: Research Shows Benefits and Consequences.” The Mandarin, October 17. https://www.themandarin.com.au/202637-the-four-day-school-week-research-shows-benefits-and-consequences/.
   Google Scholar
• Queensland Teachers’ Union of Employees. 2023. “The Right to Disconnect.” Queensland Teachers’ Journal 128 (5): 10. https://www.qtu.asn.au/journal/queensland-teachers-journal-vol-128-2023/queensland-teachers-journal-vol-128-no-3/right-disconnect.
   Google Scholar
• Ryan, J., N. Koehler, T. Cruickshank, S. L. Rogers, and M. Stanley. 2023. “‘Teachers Are the Guinea pigs’: Teacher Perspectives on a Sudden Reopening of Schools During the COVID-19 Pandemic.” The Australian Educational Researcher 51 (2): 445–461. https://doi.org/10.1007/s13384-022-00577-6.
   Web of Science ®Google Scholar
• Selwyn, N. 2021. “The Human Labour of School Data: Exploring the Production of Digital Data in Schools.” Oxford Review of Education 47 (3): 353–368. https://doi.org/10.1080/03054985.2020.1835628.
   Web of Science ®Google Scholar
• Selwyn, N., S. Nemorin, S. Bulfin, and N. F. Johnson. 2018. Everyday Schooling in the Digital Age: High School, High Tech? Milton Park, Abingdon, Oxon: Routledge.
   Google Scholar
• Selwyn, N., S. Nemorin, and N. Johnson. 2017. ““High-Tech, Hard Work: An Investigation of Teachers’ Work in the Digital Age.” Learning, Media and Technology 42 (4): 390–405. https://doi.org/10.1080/17439884.2016.1252770.
   Web of Science ®Google Scholar
• Stacey, M., M. Gavin, S. Fitzgerald, S. McGrath-Champ, and R. Wilson. 2023. “Reducing Teachers’ Workload or Deskilling ‘Core’ Work? Analysis of a Policy Response to Teacher Workload Demands.” Discourse: Studies in the Cultural Politics of Education 45 (2): 187–199. https://doi.org/10.1080/01596306.2023.2271856.
   Web of Science ®Google Scholar
• Steele, D. 2018. “Teaching’s Far from a 9-To-3: 30 Job: Here’s What Our Day Really Entails.” ABC, May 24. https://www.abc.net.au/news/2018-05-24/teachers-pay-teaching-profession-hours-duties-education/9786176.
   Google Scholar
• Susskind, R., and D. Susskind. 2015. The Future of the Professions: How Technology Will Transform the Work of Human Experts. UK: Oxford University Press.
   Google Scholar
• Thompson, G. 2021. “The Global Report on the Status of Teachers 2021.” Education International. https://www.ei-ie.org/en/item/25403:the-global-report-on-the-status-of-teachers-2021.
   Google Scholar
• Will, M. 2023. “With ChatGPT, Teachers Can Plan Lessons, Write Emails, and More. What’s the Catch?” EdWeek, January 11. https://www.edweek.org/technology/with-chatgpt-teachers-can-plan-lessons-write-emails-and-more-whats-the-catch/2023/01.
   Google Scholar
• Williamson, B., R. Eynon, and J. Potter. 2020. “Pandemic Politics, Pedagogies and Practices: Digital Technologies and Distance Education During the Coronavirus Emergency.” Learning, Media and Technology 45 (2): 107–114. https://doi.org/10.1080/17439884.2020.1761641.
   Web of Science ®Google Scholar
• Williamson, B., F. Macgilchrist, and J. Potter. 2021. “Covid-19 Controversies and Critical Research in Digital Education.” Learning, Media and Technology 46 (2): 117–127. https://doi.org/10.1080/17439884.2021.1922437.
   Web of Science ®Google Scholar
• Wilson, R., M. Stacey, and S. McGrath-Champ. 2020. “Teachers’ Work During the COVID-19 Pandemic: Shifts, Challenges and Opportunities.” Occasional Paper 169, October. East Melbourne, Victoria: Centre for Strategic Education. https://www.cse.edu.au/content/teachers%E2%80%99-work-during-covid-19-pandemic-shifts-challenges-and-opportunities.
   Google Scholar