Abstract
Casual relief teachers (CRTs) are a significant part of the Australian education system. This paper reports how executive staff, such as principals, deputy principals, and head teachers, support CRTs, and the perceptions that executive staff have about CRTs who work at their schools. Data were collected through semi-structured interviews with a self-selected sample of 10 executive staff in Australian primary and secondary schools who responded to information about the study posted on social media platforms. The interview transcripts were analysed according to the three elements of practice architecture theory: the sayings (cultural-discursive dimension), the doings (material-economic dimension), and the relatings (social-political dimension). Results indicate that executive staff value the contributions of CRTs in ensuring minimal disruption to school routines despite staff absences. Support is provided to CRTs through access to technological and physical resources to conduct their lessons. However, the transient nature of work for some CRTs means that access to support for accreditation, professional learning and mentoring can be limited. This study has implications for further research about the role and impact of executive staff on experiences of CRTs working at their schools. In addition, this paper contributes to the existing literature on the experiences of CRTs by examining the role of executive staff using practice architectures as a theoretical framework.
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Appendix 1
Appendix 1
Executive staff interview schedule
Part 1: Participant demographic
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1.
Which school do you teach at?
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2.
In total, how long have you been working in the education sector (as a classroom teacher, deputy principal, etc.)?
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3.
How long have you worked within your current role?
Part 2: Executive staff roles
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1.
What is the nature of your current role in relation to CRTs? (e.g. do you hire CRTs to work at your schools, allocate them to different classes, give inductions, etc.?)
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2.
Do the CRTs at your school have an opportunity to be allocated formal or informal mentors and/or given inductions?
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3.
Do CRTs receive professional learning opportunities at your school? If so, can you briefly tell me about these opportunities? If not, is this something that you have considered at your school?
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4.
What sorts of support are available in terms of accreditation for CRTs at your school?
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5.
Do CRTs have access to physical or technological resources? (e.g. access to relevant technological software, Interactive White Boards, passwords, etc.) If not, is that something that you have considered?
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6.
Are CRTs informed about wider changing policies or practices implemented by the Department of Education? If not, is that something you have considered?
Part 3: CRT perceptions
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1.
In your opinion, what qualities make a ‘good’ CRT?
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2.
What do you see as the benefits and challenges of CRTs working at your school?
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3.
What do you see as the benefits and challenges for your school/staff/students in having CRTs on staff?
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4.
What do you think are the biggest challenges that are faced by CRTs that work at your schools?
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5.
Are there any policies, resources or any other factors that could make your job of working with CRTs an easier process?
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6.
Do you prefer particular kinds of CRTs, e.g. new graduates, experienced teachers, those returning from maternity leave? Or do you have no preference?
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Uchida, M., Lane, R. & Cavanagh, M. “It takes a whole school to raise a teacher”: examining executive staff support and perception of casual relief teachers in Australian schools. Aust. Educ. Res. 49, 711–726 (2022). https://doi.org/10.1007/s13384-021-00445-9
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DOI: https://doi.org/10.1007/s13384-021-00445-9