Skip to main content
padlock icon - secure page this page is secure

Early school transfer: teacher voices

Buy Article:

$53.00 + tax (Refund Policy)

This empirical research involves the investigation of teachers' perceptions of a school transfer scheme whereby children aged 11+ years transfer permanently from primary to secondary school four weeks before the end of the summer term, in mid-June, in a small English town. Expressed perceptions of the secondary school staff concerning the innovative scheme were obtained via questionnaire during a staff meeting in 2006. Grice's Cooperative Principle was employed to assess the trustworthiness of questionnaire responses. Results suggest that three teacher variables are associated with contrasting perceptions: years working at the school; amount of Year 7 and Year 8 teaching; and serving as a Year 7 tutor. Greatest contrasts were found in relation to teachers' perceptions of (1) work-life balance, (2) benefits to students and (3) the nature and quantity of the teacher's work. Results have implications within and beyond the study school, notably for school pyramids contemplating such a scheme.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Keywords: perception; school transfer; teacher voice; teacher workload

Document Type: Research Article

Affiliations: 1: School of Education and Lifelong Learning, University of Exeter, Exeter, UK 2: Department of Education, University of Oxford, Oxford, UK

Publication date: May 1, 2009

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more