PERMANENT PART‐TIME TEACHING: A NEW WAY TO WORK IN SECONDARY SCHOOLS

Abstract

This study sought to investigate teacher perceptions of the cost/benefits associated with the introduction of Permanent Part Time Teaching (P.P.T.T.) into a large regional secondary school system. Data were obtained through the completion of a P.P.T.T. questionnaire. This instrument was designed to reveal a cost/benefit calculus associated with the introduction of P.P.T.T. for each of the following areas: effects upon teachers' working conditions; effects upon the market mechanism for teacher employment; effects upon the teaching and administration of schools; and effects upon social and personal interactions and lifestyle. A stratified random sample of 371 urban teachers and 282 rural teachers provided the data base for the study. It was found that the respondents in this study overwhelmingly support the introduction of P.P.T.T. within this region. The high ratio of obtained benefits to costs (4:1), using the level one assumption, clearly illustrates the magnitude of teacher support for the implementation of this work time innovation.

Citation

WOOD, J.M. and COOPER, J. (1985), "PERMANENT PART‐TIME TEACHING: A NEW WAY TO WORK IN SECONDARY SCHOOLS", Journal of Educational Administration, Vol. 23 No. 1, pp. 23-38. https://doi.org/10.1108/eb009898