Primary teachers careers in England and Wales: the relationship between gender, role, position and promotion aspirations

M.E. Thornton, P. Bricheno

    Research output: Contribution to journalArticlepeer-review

    19 Citations (Scopus)
    393 Downloads (Pure)

    Abstract

    This study explores gender differences in UK primary teachers’ perceptions of their careers, through a national questionnaire survey and follow-up interviews. It is framed by reference to Weiner’s three main components of feminism (the political, the critical and the practical) and a concern to highlight difference and complexity, as well as patterns and trends, within primary school teaching. Female and male respondents indicated different areas of concern and influence on their careers and it was found that while reported reasons for not seeking or not achieving promotion were multifaceted, the known and experienced disproportionate promotion of men, plus the frequently traditional gender differences in work - home orientation and contextual / situational expectations, contrived to limit career development for a significant number of women.
    Original languageEnglish
    Pages (from-to)187-206
    JournalPedagogy, Culture and Society
    Volume8
    Issue number2
    DOIs
    Publication statusPublished - 2000

    Fingerprint

    Dive into the research topics of 'Primary teachers careers in England and Wales: the relationship between gender, role, position and promotion aspirations'. Together they form a unique fingerprint.

    Cite this