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Teachers' Career and Promotion Patterns : a Sociological Analysis.

Author: Rupert Maclean
Publisher: Milton : Routledge, 2017.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
First published in 1992, this book shows that despite appearances and beliefs to the contrary, teachers go in for career planning just as systematically as the members of any other profession and that the career movement of teachers is patterned not random. It demonstrates that status and rewards matter, but so do teaching locations and conditio
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Genre/Form: Electronic books
Case studies
Additional Physical Format: Print version:
Maclean, Rupert.
Teachers' Career and Promotion Patterns : A Sociological Analysis.
Milton : Routledge, ©2017
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Rupert Maclean
ISBN: 9781000628289 1000628280 9780367351809 0367351803 9781000633986 1000633985 9781000639681 1000639681
OCLC Number: 1112426451
Notes: Career Maps, Strategies and Timetables
Description: 1 online resource (290 pages)
Contents: Cover; Half Title; Title; Copyright; Dedication; Original Title; Original Copyright; Contents; List of Tables and Figures; Acknowledgements; Foreword; Chapter 1: Introduction; Background: The Sociological Study of Work and Occupations; The Content of Occupational Sociology; Why Study Occupations?; The Sociological Study of School Teachers; Studying Promotion and Career Patterns in Teaching; Purpose of this Research Study and Theoretical Orientation Adopted; Main Findings of the Study; Organization of this Book; Conclusion; Chapter 2: Ways of Conceptualising Occupational Careers Occupation, Profession and CareerCareers in Context; The Career Structure; The Attributes of lndividuals; Perceptions of the Career Structure; Conclusion; Chapter 3: The Teaching Career; Occupation, Profession and Career as they apply to School Teachers; The School Teaching Career in Context; The Career Structure in School Teaching; Attributes of School Teachers as an Occupational Group; Teacher Perceptions of the Career Structure; Conclusion; Chapter 4: Opportunity Structure of Tasmanian Teachers; Changing Structure of the State School System; Number, Description and Size of Schools Changing Structure of the Promotions SystemHierarchy of Promotion Positions; Number and Distribution of Promotion Positions; Appointments and Promotions Procedures within the Opportunity Structure; Conclusion; Chapter 5: Case Study of Teachers' Careers: Research Design and Procedures; Research Framework; Drawing Parts of the Framework Together; Methodology; Conclusion; Chapter 6: Personal and Professional Characteristics of Promoted Teachers; Personal Background Details; Academic and Professional Qualifications; Factors and Views Related to Promotion; Conclusion Chapter 7: Career Patterns of TeachersMethodology for Analysing Teacher Career Patterns; Teachers in Primary Schools; Teachers in Secondary Schools; Teachers in District Schools; Teachers in Non-school Advisory, Supervisory and Administrative Positions; Mobility between Work Locations; Horizontal vs Vertical Mobility; Teachers in Different Sectors of the Education Department; Distribution of, and Competition for, Promotion Positions; Rate at which Promotion Occurs; Career Pathways of Directors and School Principals; Conclusion; Chapter 8: Teacher perceptions of the Teaching Career Teaching as a CareerStages in the Teaching Career; Why do Teachers Seek Promotion?; Career Contingency Factors; Career Anchorage Perspectives; The Promoted Teacher: A Composite Picture; Teachers Who do not Seek Promotion; Operation of the Promotion System; Horizontal Mobility; Teachers Who do not Seek Mobility; Changing Opportunity Structure in Teaching; Chances of Gaining Further Promotion; Reduced Promotion Opportunities, Teacher Behaviour and Morale; Conclusion; Chapter 9: Teachers' Careers: Summary, Discussion of Results and Conclusions Drawn; The School Teaching Career

Abstract:

First published in 1992, this book shows that despite appearances and beliefs to the contrary, teachers go in for career planning just as systematically as the members of any other profession and that the career movement of teachers is patterned not random. It demonstrates that status and rewards matter, but so do teaching locations and conditio

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