University of Western Ontario - Electronic Thesis and Dissertation Repository

Location of Thesis Examination

Room 1010 FEB

Degree

Master of Education

Program

Education

Supervisor

Dr. Katina Pollock

Abstract

This general qualitative study examined the differentiated nature of short- and long-term occasional teaching. Five occasional teachers experienced in transitioning between short- and long-term occasional teaching work arrangements each completed a semi-structured interview. Findings demonstrated that the work arrangements were differentiated in three key areas: (1) General teacher expectations; (2) School interactions; and (3) Professional presence. More favourably perceived long-term occasional teaching experiences in all three areas contributed to the formation of an internal teacher workforce values hierarchy that subordinated the short-term occasional teaching work arrangement. In addition, the short- to long-term occasional teaching transition was experienced as a progressive hierarchical shift, whereas a regressive hierarchical shift marked the long- to short-term occasional teaching transition. Hierarchical differentiation among the separate short- and long-term occasional teaching workgroups was found based on the amount of accumulated work. Policy and practice implications include approaching short- and long-term occasional teaching as heterogeneous work arrangements.

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