Careers Under Stress: Teacher Adaptations at a Time of Intensive Reform

Job Satisfaction Status of Public Primary School Teachers: A Case of Pakistan Administrative Kashmir

“…The satisfied teachers are known to show higher level work performance in teaching profession (Mbah, 2012;Alimi Baba Gana, 2011).Whereas dissatisfaction reduced aptitude to meet students' needs, major incidences of psychosomatic disorders leading to increase the trend of absenteeism, and high levels of claims for stress-related disability (Farber, 1991;Troman, 2000). Significantly, teacher dissatisfaction results to be a major motivation in teachers leaving the job in many countries (Woods et al1997).…”

Developing professional knowledge about teachers through metaphor research: facilitating a process of change

“…This can be seen through the interface between a traditional heritage that sees education as a route to develop and advance people; and modern societal changes that uses an industrial mindset to measure educational outcomes (Zhao, 2008b) with a subsequent reform agenda for education that has pushed the teaching profession to the top of the political agenda. This means that teachers are currently experiencing much political limelight and are the focus of society's attention with the consequent professional vulnerability; for when teachers feel insufficiently prepared to manage such exposure and change (Troman and Woods, 2000;Gao, 2008;Zhao, 2008a).…”

The Changing Relations between Education Professionals, the State and Citizen Consumers in Europe: Re-Thinking Restructuring as Capitalisation

“…Cribb & Gewirtz (2007) have also commented on these kinds of issues recently. In their work, they cite Moss's (2004) findings about how restructuring has led to things like league table pressures in primary schools as forms of objectification that have demanded subsequent changes in the objectives, pace and content of teacher work, and have induced deep levels of stress and even exhaustion (also Troman & Woods, 2001). They add a comment on higher education too, pointing out that Sikes's (2006) review of the literature on increased state control of academic work points to problems related to conflict, contestation, intensification, work overload and widespread unhappiness.…”

“…That is, as part of a notion of a service society, perhaps (Dale, 1997). But, processes of conversion such as the ones implied also have effects that go beyond the transfer of risks, and they impinge upon professional practices, responsibilities, identities and values (Troman & Woods, 2001). Because when a public service is transferred to a private organisation that competes for the rights to deliver services with other service deliverers in a services market, these services become privatised items with a commodity value, and workers, instead of being public employees involved in providing guidance, care or education according to a professionally defined and bureaucratically controlled and mediated need, become alienated workers who take on the characteristics of the value form of labour of capitalist production.…”

“…For instance, as Müller et al (2007) make clear, literally all teachers speak extensively about the difficulties they face, for which they feel they are ill-prepared by their education. And they are becoming increasingly distressed with an experienced loss of prestige and respect for their profession (see also Troman & Woods, 2001). Loss of class barriers, a consumerist attitude towards education and public blaming of teachers (in the mass media) for the failures of the younger generation all contribute to low morale and a sense of status loss.…”