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Teacher Workload Survey 2019

Teacher Workload Survey 2019

understanding of the questions and the consistency with which different questions were asked (a full explanation of these changes is provided in the technical report). Some of these changes were also designed to reduce the time needed to complete the survey, and could have influenced the responses respondents gave. The TWS 2019 research team also made efforts to minimise response bias, including not using the DfE logo in the survey and sharing a briefing document about the survey with stakeholders, for use in helping to raise awareness of the survey amongst members. This may have affected respondents’ survey experience. Some caution is therefore advised when interpreting the comparisons between the 2016 and 2019 surveys, due to small wording changes to the 2019 survey and efforts to minimise response bias, both of which may partly account for some differences between the two surveys.
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Teacher Workload Survey 2019

Teacher Workload Survey 2019

reduce workload. However, in most cases, only a minority (typically around 20 per cent or less) of those working in schools that had changed these approaches felt these changes had resulted in a reduction in their workload, with notable minorities reporting they had actually added to their workload. The one exception was changes to primary schools’ marking and feedback policies, which four out of ten primary respondents (40 per cent) reported had resulted in reductions to their workload.

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Teacher Workload Survey 2019

Teacher Workload Survey 2019

Thank you for agreeing to complete this short survey, which should take no more than 15-20 minutes to complete. The ‘Teacher Workload Survey’ forms a key part of the Department for Education’s (DfE’s) commitment to improving the evidence base on what drives excessive teacher workload and what works to reduce it. The National Foundation for Educational Research (NFER) is delivering the 2019 Teacher Workload Survey on behalf of the DfE and we are very grateful for your support in completing it.

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Survey of School Business Professionals, 2019

Survey of School Business Professionals, 2019

39. Secondary schools are more likely than primary schools to use all the ICFP metrics presented in table 5, except pupil/adult ratio. There are some interesting, but easily explainable, differences in likelihood of using different metrics between phases with teacher contact ratio being the most widely used in secondary schools (two-thirds) compared to under a fifth in primary schools where teachers generally teach one class whereas teachers in secondary schools teach numerous different classes a day which leads to more variation in teacher contact.

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Measuring Consultant Radiologist workload: method and results from a national survey

Measuring Consultant Radiologist workload: method and results from a national survey

centres must be subject to interpretation in the light of their specific circumstances. Some of these centres share consultant staff with larger general hospitals, and much of the Sect. 2 non-countable activity that should be applied to these centres has been captured in the returns for their allied general hospitals. In the case of paediatric hospitals, radiology activity is often more time-consuming because of the nature of the patient population. Thus, most or all ultrasound scanning is directly performed by a consultant (often with uncoop- erative patients), taking relatively more time than in adults. This fact has been allowed for by inclusion of time spent scanning in the procedural time recorded for one paediatric hospital. For these and other reasons, the specialist centre activity returns can skew mean levels for general hospitals; as this survey was primarily intended to assess workload in general hospitals, representing the vast majority of radiology activity in Irish public hospitals, the specialist centre activity figures have not been included in the calculation of means in column 5 of Table 5, which therefore represents the most-robust and accurate indication of general radiology activity.
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Teacher Exit Survey (TEx S)

Teacher Exit Survey (TEx S)

Using the categories below, please indicate whether each item was a major, moderate or minor factor in your decision to leave this position.. Career change (higher pay, return to school[r]

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Teacher Voice Omnibus Survey : March 2018

Teacher Voice Omnibus Survey : March 2018

The vast majority (92 per cent) of respondents agreed/strongly agreed with the statement ‘I know when to engage the Special Educational Needs Coordinator (SENCO) or access other forms of support in relation to SEN support pupils’. Almost two-fifths (39 per cent) strongly agreed and the remainder agreed. A far higher percentage of senior leaders strongly agreed with the statement (48 per cent) than classroom teachers (30 per cent). Likewise, a higher percentage of primary school respondents strongly agreed with the statement (47 per cent) than was the case for those in secondary schools (32 per cent). The survey then posed the statement ‘I am confident that when support is put in place for SEN support pupils, it is based on evidence of what will work best to meet their needs, and enables them to make progress towards good outcomes’. About three quarters (74 per cent) agreed/strongly agreed while 16 per cent neither agreed nor disagreed and 10 per cent disagreed. The percentage of senior leaders who indicated they agreed/strongly agreed (81 per cent) was higher than among classroom teachers (66 per cent). This was especially true among those who said they strongly agreed (28 per cent of senior
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Social workers' workload survey: messages from the frontline: findings from the 2009 survey and interviews with senior managers

Social workers' workload survey: messages from the frontline: findings from the 2009 survey and interviews with senior managers

services, unqualified workers were more likely to be undertaking reviews, but there must then be questions over whether this is the best approach in terms of workload management and reducing burnout. In light of the growing move to self-directed support in adult services (personalisation), the role of reviews may continue to be a task for non-professionals. It was also surprising that none of the interviews contained a reference to the new roles which have emerged in recent years, especially early years professionals and those with foundation degrees in health and social care. Their experience and skills would seem to position them for posts in social care initially and, in the longer term, qualification as social workers. The social work role in contributing to prevention in both adult and children’s services was not clear. There were particular concerns that social workers in CSDs were only spending a relatively small amount of time on preventative work because their skills were needed to deal with crises. It may be time either to redefine responsibilities for investigation and follow up in relation to child protection - removing the responsibility from social workers and so free them up to use their skills to work with families - or to decide that they should only work with those most at risk. While there is evidence to support the fact that early intervention can impact on long-term outcomes, there is also evidence that as a result of the policies and initiatives aligned to Every Child Matters other professionals are beginning to play a more significant role in preventative work. In the interviews with senior managers which accompanied the workload survey some thought that the involvement of other professions in safeguarding and promoting the welfare of children had actually increased the pressures on social workers; as other professionals became more attuned to the potential problems then the number of referrals to statutory services had increased. In another study which was conducted for the Social Work Task Force the views of non-social work professionals on social work and social workers were canvassed (Baginsky, forthcoming). There were some messages from that work which will be difficult for the social work profession to hear, particularly the reports of continuing difficulties in contacting and working with social workers. But it was apparent that, even though other professionals were generally accepting of their role in safeguarding and promoting the welfare of children, they were more confident when guided and supported by a social worker. Those multiagency groupings with a social worker embedded or closely
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Teacher Voice Omnibus Survey

Teacher Voice Omnibus Survey

establishing review groups to explore the three tasks that teachers said were most burdensome in the Workload Challenge – ineffective marking, use of planning and resources, and data management. The reports, published on 26 March 2016, set out principles and made recommendations to be taken at every level in the school system. In addition, the department introduced the DfE Protocol which includes lead-in times for significant changes to accountability, curriculum and qualifications. Ofsted also set out clear guidance about what they do and do not need to see in inspections in order to reduce workload; this is now incorporated into The School Inspection Handbook.
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The Influence of Motivation, Leadership and Perceived Workload as Intervening on Teacher Commitment

The Influence of Motivation, Leadership and Perceived Workload as Intervening on Teacher Commitment

Menon & Ioannou, 2016). The school that was used as the object of research is currently experiencing a significant growth in the number of students, therefore the school is also currently starting to recruit many new teachers. At present the management felt the commitment of the teachers seemed to be declining. One of these things can be seen from the turnover and resignation of teachers which is increasing every year. Every teacher who will withdraw from the school will have an exit interview by the school management and the results according to (Received: October-2019; Reviewed: October-2019; Accepted: November-2019;
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Reducing teacher workload through ‘real-time’ personalised feedback

Reducing teacher workload through ‘real-time’ personalised feedback

However, the challenges of using predominately verbal feedback were also acknowledged. It was recognised that it cannot always be presumed that all verbal feedback will be of the same standard, or have the same positive impact on student learning and quality of their work. Furthermore, some students complained because they wanted to see something written. One boy looking at his piece of work said, “Miss, you took my book and haven’t wrote anything”, even though the teacher had sat with him giving verbal feedback. Another main disadvantage was the worry about not having time to give feedback to all of their students, although it was recognised that not all of the children required the same amount of time. “Some children just needed 30 seconds.” It was reported that the students that ignored written feedback were the same students that would also disregard verbal feedback, although the opportunity for the teacher to catch this was much enhanced in the verbal feedback condition.
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A Survey on Deduplication Workload Resource for Big Data Applications

A Survey on Deduplication Workload Resource for Big Data Applications

allocation in Deduplication Workload Resource for Big Data Applications environment that support big data applications. We have taken schema from some authors which can be converted to a meaningful insight for our work. In summary, an efficient Resource Allocation Technique should meet following criteria’s: Quality of Service (QoS) aware utilization of resources, cost reduction and power reduction / energy reduction.. The ultimate goal of Deduplication Workload Resource Allocation for Big Data Applications is to identify the redundancy of sequences of bytes across very large comparison windows. Sequences of data (over 8 KB long) are compared to the history of other such sequences. The first uniquely stored version of a sequence is referenced rather than stored again.
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Making data work : report of the Teacher Workload Advisory Group. October 2018

Making data work : report of the Teacher Workload Advisory Group. October 2018

The senior leadership team reviewed the data management expectations. They decided that it was important to allow subject teams to create their own assessment deadlines to sit in line with curriculum coverage and workload demands. We scrapped whole-school data drops and asked subject leaders to create their own assessment calendars to suit their curricula and in conjunction with marking expectations. Departments have appreciated the opportunity to establish their own assessment policies and have welcomed the move away from whole-school deadlines. Giving greater freedom and autonomy to subject teams has removed stifling, inflexible demands, and has enabled teachers to have greater control over their workload.
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Fall 2019 SURVEY RESULTS

Fall 2019 SURVEY RESULTS

Having the two strong Sunday morning activities was seen as a plus: a strong Worship Service and a strong secular Program. There were positive remarks about the lessening of tensions of[r]

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The April 2019 Bank Lending Survey in Spain

The April 2019 Bank Lending Survey in Spain

Turning to the ad-hoc questions included in the survey, in response to the first of them, banks in both areas reported that in 2019 Q1 they perceived a certain improvement in the conditions of access to almost all wholesale markets, except for the money market in Spain, in which they were seen to worsen slightly (see Chart A.1). Access to retail markets was also reported to improve slightly in the euro area, remaining unchanged in Spain. In response to the question on the level of credit standards, banks in both Spain and the euro area indicated that they were currently slightly tighter than those seen on average since 2003 in all segments (see Chart A.2). The current levels were reported to stand nearer to the average since 2010, although with certain differences depending on the segment and the area. Compared with the results a year earlier, there is a slight shift in the responses towards tighter levels in Spain, while the opposite occurs for the euro area as a whole. Turning to the ECB expanded asset purchase programme, banks in both areas indicated that over the past six months it helped to increase liquidity and improved their funding conditions, although it had an adverse impact on their profitability (see Chart A.3). According to banks’ replies, the liquidity from this programme did not have any effect on credit standards, although it favoured a certain easing in the credit standards applied to most segments, and an increase in the volume of loans granted. Lastly, in response to the
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Satisfaction Survey for practice with SPSS, 2019.doc

Satisfaction Survey for practice with SPSS, 2019.doc

Create a frequency distribution table for specific information (satisfaction) with percentages and give its report by interest groups (Cleanliness, Service and Exhibits).. Analyze < T[r]

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Use of e resources among teacher educators: A survey

Use of e resources among teacher educators: A survey

Teachers are the guiding light of tomorrows’ promises. Good teachers who have wealth of knowledge transmit the rays of wisdom to the students. Acquiring good knowledge is very important because of abundance of knowledge in this new era. s an important role in accumulation and dissemination of knowledge. Information abundantly stored in internet is categorised and used by the teachers and students is This study conducted among faculties of tion for women who are the guiding light of tomorrow’s teacher. Well informed and trained teachers are important for the development of any country. Teachers training colleges have an important role in making efficient teachers. To make teacher’s more accomplish and innovative, information is vital, to access information and keep up to date with the new developments, Internet connectivity is
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Practice nurses' workload, career intentions and the impact of professional isolation: A cross-sectional survey

Practice nurses' workload, career intentions and the impact of professional isolation: A cross-sectional survey

In 2004, a new General Medical Services contract was introduced in the UK. Unlike previous contracts, this is held at practice-level, not with individual general practi- tioners (family practitioners) [2]. Another key develop- ment was the introduction of the Quality and Outcomes Framework (QOF), a pay-for-performance measure cov- ering both clinical and organisational areas of work [3]. Within the clinical domains, there is a focus on chronic diseases with points awarded for care in areas such as coronary heart disease, diabetes and asthma and it is estimated that practices can now earn up to one-third of their income from QOF payments, by meeting these targets [4]. Practice nurses have played a key role in the achievement of QOF points [5-7], as predicted when the contract was implemented [3,8]. However, while the evi- dence suggests that practice nurses are embracing these new roles, there have been negative consequences too. Nurses complain that their workload has increased dra- matically, that adherence to “box-ticking” for the QOF impacts on the holistic nature of the nurse-patient con- sultation and that their remuneration has been less than expected, given the financial gains for practices [5-7].
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Classroom assessment for teacher change: A preliminary survey of teacher perception, beliefs, and practices in Ghana

Classroom assessment for teacher change: A preliminary survey of teacher perception, beliefs, and practices in Ghana

the teachers are constrained by the educational policy. Although, the SBA ‘policy’ is not yet in full implementation at the SHS level (according to the CRDD) the teachers are quite informed about its composition and demand and therefore are prepared to enrich their summative assessment skills with a more formative assessment competency (all linking with external assessment— WASSCE). The teachers provided answers to the item about how informed they are about the policy which were scaled from ‘1= poorly informed’ to ‘4 = very informed’. The result indicated poorly informed as 14.3%, of respondents, somehow informed as 20.8%; informed was 40.3%, and very informed, 23.4. One teacher provided no answer. This result was negatively skewed indicating the teachers gained currency with curriculum matters in the region. And that their understanding and/or responding appropriately to these changes in the institutional culture would possibly contribute directly to achieving the required change in assessment of learning. Table 4 shows that a little over 83% of the respondents felt they have met their PD needs either fully or in part. However, the greater proportion, 80.5% of the number only met their professional needs to some extent. Consequently, the teachers who answered ‘No’ were articulate, open-minded and pointed out that in reality they needed regular in-service training to be current with new assessment modes. It is now demanding to find out if changes in assessment paradigm were covered and the extent to which they use alternative, formative assessment strategies. No reasons were indicated to tell whether the information about the SBA policy was disseminated and/or how teachers themselves were informed about changes in the education system.
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The Importance of Professional Dispositions: A Survey of Diverse Teacher Educators

The Importance of Professional Dispositions: A Survey of Diverse Teacher Educators

individuals with learning differences; and be a positive role model (Thompson, 2009). According to Alger (2006), undesirable attitudes may come from a variety of teacher candidates’ own experience such as elementary and secondary instruction, negative family history, less positive background information from colleagues and other faculty at a school site, or negative interactions with a student that may impact their perceptions and interactions with students. Alger (2006) further notes the importance of continued research to discern whether teacher candidates are able to develop effective teaching dispositions. If we want to move beyond the acquisition of skills and knowledge to that of acquiring positive and effective dispositions, we need to be more proactive in teaching and modeling what effective teaching dispositions are. Although content knowledge and pedagogical skill necessary for successful teaching are already well-defined and measured; dispositions, undisputedly crucial for effective teaching, are not. As pointed out by the American Educational Research Association’s Panel on Research and Teacher Education (Cochran-Smith & Zeichner, 2006), there is a lack of data for comprehensive causal comparative studies, limited primarily to academic achievement and crude demographic measures.
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