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Struggle for time to teach: Teachers' experiences of their work situation
Umeå University, Faculty of Medicine, Department of Community Medicine and Rehabilitation, Physiotherapy.
2011 (English)In: Work: A journal of Prevention, Assesment and rehabilitation, ISSN 1051-9815, Vol. 40, no S1, S111-S118 p.Article in journal (Refereed) Published
Abstract [en]

Objective: The objective of this study was to from a gender perspective, explore elementary school teacher' experiences of their work situation, and identify conditions that could be health risks. Participants: Eighteen female teachers who work in an elementary school in Northern Sweden. Method: Thematic interviews were conducted using an interview guide. The interviews were tape-recorded and transcribed verbatim. Qualitative content analysis was used to analyse the transcribed text and interpretations were made within gender theory. Results: Four categories emerged: "Squeezed between dream and reality", "Effort to keep up with demands", "We can make it together" and "The school needs men's qualities". The categories were linked together with the theme "A struggle for time to teach". The theme describes the conflict between the teachers' ambitions to teach and create a stimulating learning environment versus the increased need for behaviour control that took time from classroom work. Beside work at the school, the teachers carried a large burden of domestic work. Conclusions: Teachers' work includes both endless demands and great joy. Their work is structured within the schools gender system in which caring duties are subordinated despite a growing demand for behaviour control. Traditional gender roles affect their domestic work load.

Place, publisher, year, edition, pages
2011. Vol. 40, no S1, S111-S118 p.
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URN: urn:nbn:se:umu:diva-53276DOI: 10.3233/WOR-2011-1272ISI: 000299392800010OAI: diva2:511139
Available from: 2012-03-20 Created: 2012-03-19 Last updated: 2012-03-20Bibliographically approved

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