In the frontline – the voice of VETeran teachers

1. In the frontline – the voice of VETeran teachers Jennifer Davids Southbank Institute of Technology

2. In the frontline – the voice of VETeran teachers An overview • Lead Vocational Teachers in Queensland • 738 • Introduced in 2005 • Qualified & experienced • Duties are negotiated • In 2008, there were 983

3. In the frontline – the voice of VETeran teachers • Importance of this role • Ageing population and the passing on of knowledge and skills (Clayton, Fisher & Hughes 2005, p.21; Beddie 2010) • The role of the master practitioner (Wheelahan 2010a, p.12)

4. In the frontline – the voice of VETeran teachers • The research examines and reports on: • How LVTs view their roles • What LVTs see as important in their roles • Preferences: what LVTs want in their work

5. In the frontline – the voice of VETeran teachers Literature Review Previous research has shown that factors such as: • job satisfaction, confidence and self-esteem, work/life balance and family, meaningfulness, fulfilment, professional and personal development rank highly & influence their career choices, decisions & staff retention (Simons 2008; Simons, Harris, Pudney & Clayton, 2008; Harris, Clayton & Chappell 2008).

6. In the frontline – the voice of VETeran teachers • Well-being at work is linked to productivity and customer loyalty (Csikszeentmihalyi, 1997; Harter, Schmidt & Keyes, 2003).

7. In the frontline – the voice of VETeran teachers • Osterloh and Frey (2000) contend that employees who are intrinsically motivated are more likely to transfer tacit knowledge and skills and they are therefore of greater competitive advantage to the business.

8. In the frontline – the voice of VETeran teachers • A definition of "vocation" as "The work or function to which a person is called; a mode of life or employment regarded as requiring dedication.” (The New Shorter Oxford English Dictionary) • ‘Vocational Identity means the possession of a clear and stable picture of one’s goals, interests, and talents’. (Holland 1993, p. 1) It provides a level of certainty. • ‘a non-pecuniary benefit’ (Heyes 2004, pp561-2).

9. In the frontline – the voice of VETeran teachers There is a: • a tension between the need for skills to drive economic growth and more personal and community based outcomes, which involve: equity, access, fairness, social justice (Gara 2012, p.557, Chappell, 2001; Villegas, 2007).

10. In the frontline – the voice of VETeran teachers • Trust is also an issue: • Increased compliance and excessive paperwork caused by the audit culture (Black & Reich 2010, p.1) • Professional judgment of the teacher is no longer trusted (Power 1994)

11. In the frontline – the voice of VETeran teachers • Teacher leadership is problematic as it is largely unrecognised within the hierarchy (Jameson and McNay, 2007). • There is a strong case being made for the implementation of distributed leadership model (Pearce, 2004; Harris, 2008).

12. In the frontline – the voice of VETeran teachers • Research method • An electronic survey was distributed in June 2011 to a total population of 738 Lead Vocational Teachers (LVTs) in Queensland. • 283 responded (38.3% response rate) • 245 (33% completion rate) completed the survey

13. In the frontline – the voice of VETeran teachers Who were the respondents? Gender • Over half of the respondents were men (n=132, 54%) and women numbered (n=111, 45%). Age • over the age of 60 (n=52, 21%) • one half (n=135, 55%) were between the ages of 50 – 59 years. • a quarter (n=58, 23%) were under the age of 50. Qualifications • 96 (39%) a degree, • 78 (31%) a postgraduate diploma • 50 (20%) a master’s degree • four (1.6%) a doctorate. Length of employment • 73% had been working in TAFE for more than 15 years.

14. In the frontline – the voice of VETeran teachers

15. In the frontline – the voice of VETeran teachers What do LVTs think is important?

16. In the frontline – the voice of VETeran teachers Teachers commented on the tension between business and education: - ‘Education should NOT be a business, it is to firstly benefit the person and 2nd benefit our community. It can not be a business looking at costs vs outcomes.’ • ‘The public service is here to serve the public,’ • ‘Education is about empowering and enriching and enabling,’

17. In the frontline – the voice of VETeran teachers Teacher Satisfaction Almost two thirds (n=160, 64%) had considered leaving their position due to their level of satisfaction. • Teachers were satisfied with: • the increased influence of industry in education (n=184, 74%) • the increased use of online course delivery (n=158, 64%). • Teachers were dissatisfied with: • the casualisation of teaching staff (n=196, 79%) • TAFE administration processes (n=176, 71%) • development of a business based model of education (n=175, 71%). • They were equally divided in their views on the process of implementing ongoing change: - half (n=120, 49%) were satisfied to very satisfied - half (n=121, 49%) dissatisfied to very dissatisfied.

18. In the frontline – the voice of VETeran teachers

19. In the frontline – the voice of VETeran teachers What do LVTs want? • A better definition of their role • To spend less time on administration • Work that enhances educational and business outcomes • More trust • More time to seriously contribute