Perspectives on scheduling for job sharing teachers : practices, problems, and possibilities

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dc.contributor.authorHeard, Jillian Anneen_US
dc.date.accessioned2024-08-14T16:50:40Z
dc.date.available2024-08-14T16:50:40Z
dc.date.copyright1995en_US
dc.date.issued1995
dc.degree.departmentDepartment of Psychological Foundations in Education
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en
dc.description.abstractThis study describes the job sharing schedules and experiences of ten elementary school teachers. The purpose of the study is to gain women's perspectives on how successful job sharing can be ensured within flexible scheduling arrangements. The importance of the study is confirmed by the growing number of women trying to balance their personal and professional lives through alternative work options. Research is limited on scheduling for job sharing teachers and on ensuring effective instruction within flexible scheduling arrangements. This qualitative study intends to contribute to the literature on job sharing in this area. The study is designed specifically to: describe different scheduling arrangements of elementary job sharing teachers, to gain the perspectives of women who job share, and to find out how these women ensure continuity in instruction. Ten women teaching in British Columbia school districts were purposefully selected to describe five different job sharing partnerships. Through semi-structured interviews the women provided information rich case studies on flexible job sharing arrangements. The teachers confirmed that the key elements for successful job sharing identified in the literature review are important considerations. These elements are: scheduling, compatability, communication, and responsibility sharing. The women offered their perceptions on addressing these key issues. Several new patterns for ensuring successful job sharing emerged in the study. The themes of balance, flexibility, and choice recurred throughout the study. The study finds that educationally sound job sharing arrangements are possible within many types of schedules. The value of this study lies in its ability to promote interest in and consideration of the practices, problems, and possibilities of flexible job sharing.
dc.format.extent92 pages
dc.identifier.urihttps://hdl.handle.net/1828/18145
dc.rightsAvailable to the World Wide Weben_US
dc.titlePerspectives on scheduling for job sharing teachers : practices, problems, and possibilitiesen_US
dc.typeThesisen_US

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