Workload allocation in secondary schools

Abstract

The purpose of this study was to explore workload allocation, what informed workload allocation in secondary schools and analyse documents relevant to educator workload. A qualitative interpretive approach using a case study as a research design was used to complete the study. Sixteen educators which consist of 6 heads of departments, principal and 9 post level one educators were purposively sampled and interviewed from different types of schools( rural, township and former model C schools). The findings of the study suggested that, workload in the secondary schools under study was allocated in a transparent and flexible manner. Educators were consulted and their inputs were regarded imperative in decision making. Further, it was found that experience, specialisation and qualifications informed workload allocation in schools. During the analysis of data, themes such as educator reputation meaning their competence, learner results and commitment emerged as factors that also informed workload allocation in schools. Allocators considered factors like the number of subjects, number of preparations and number of classes but ignored the number of learners in classes when allocating work in schools. Therefore, the differences in terms of number of learners would mean there was no equity in allocation of educators because the number of learners affected marking of assessments, feedback to learner, reaching gifted and not gifted learners, discipline in classrooms, timeous submissions of marks, and regular control of learner books. Majority of educators were allocated teaching time below the requirements as stipulated in the Personnel Administration Measures (PAM) Government Gazette No. 24948 dated 21 February 2003. Therefore workload of most educators was manageable. The majority of post level one educators were allocated teaching time below 85%. Only one post level one educator from school A and B was allocated within the stipulated teaching time as expected by the department and most educators were allocated below. From the allocation of school C only 3 post level one educators out of a maximum of twenty five paid by the government were allocated within the stipulated time. Allocation changed throughout the year because promotions and redeployment of educators were done at any time during the year.