ABSTRACT
In Part I of this book we have reported our research into the way teachers’ time is used in, and out of, primary schools. In this chapter we examine the implications of our research for the management of primary teachers’ time. There is considerable difference between ‘using’ and ‘managing’ teachers’ time. ‘Use’ of time tends to refer to practices conditioned largely by habit and routine, whereas the ‘management’ of time implies that the teacher, or the teacher’s superior, has taken a deliberate attitude to it, in order to take some control over how it is used.
