Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569744
Title: Work-life balance and the workforce reforms
Author: Bruton, Alison Elizabeth
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2013
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Abstract:
Work-life balance is a relatively unexplored topic in the educational field, yet it was a significant element of the National Agreement (2003) which sought to enable teachers, including head teachers, to achieve a reasonable work-life balance. Subsequently the workforce reforms were introduced into schools in a phased manner in order to implement the Agreement’s principles. This study seeks to establish the meaning of work-life balance and goes on to examine the effectiveness of the workforce reforms in achieving their goal to support teachers in achieving such a balance. This is a qualitative study using multiple case study methodology. Data was gathered via semi-structured interviews with twelve teachers and six leaders from three secondary schools in the same locality. The differing perspectives of teachers and leaders in the schools are highlighted in order to identify the key factors which affect the ability of an individual to achieve a work-life balance. Following an analysis of the findings it is suggested that the workforce reforms had not been effective in this respect. Further, it is proposed that personal capacity and personal control are pivotal in enabling staff in secondary schools to manage the work and non-work aspects of their lives in order to achieve an acceptable balance.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.569744  DOI: Not available
Keywords: LB Theory and practice of education
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