The first part of this book charts and analyzes 3,283 working days of 326 primary school teachers in the period between 1990 and 1992. It shows how they spent their working lives, the nature of the curriculum they taught, and analyzes their work in the context of teaching, preparation, administration, professional development and other activities. It includes teachers in both Key Stage 1 and Key Stage 2.

The first part of this book charts and analyses 2,688 working days of 384 teachers in 91 LEAs in 1991. It shows how they spent their working lives, how well matched their teaching was to their academic background, and the balance between teaching and other aspects of their work. The analysis uses five major categories: Teaching, Preparation, Administration, Professional Development and Other Activities. The authors argue that there is an occupational split between the managers' and the teachers'.
The second part comments on the findings by relating them to issues of school management, and...

The first part of this book charts and analyses 2,688 working days of 384 teachers in 91 LEAs in 1991. It shows how they spent their working lives, how well matched their teaching was to their academic background, and the balance between teaching and other aspects of their work. The analysis uses five major categories: Teaching, Preparation, Administration, Professional Development and Other Activities. The authors argue that there is an occupational split between the managers' and the teachers'.
The second part comments on the findings by relating them to issues of school management, and...