Quality of teacher worklife and classroom practices in Botswana |
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| Institution: | 1. Professor of Higher Education and Gender, 1 West North 3.1a, Department of Education, University of Bath, Claverton Down, Bath, BA2 7AY, United Kingdom;2. University of Western Sydney, Australia;3. Sheffield Hallam University, United Kingdom;1. Université Clermont Auvergne, CHU Clermont-Ferrand, CNRS, SIGMA Clermont, ICCF, 63000 Clermont-Ferrand, France;2. Université Clermont Auvergne, CHU Clermont-Ferrand, 63000 Clermont-Ferrand, France;3. Université de Lille Nord de France, 59000 Lille, France;4. Service d’orthopédie, hôpital Roger Salengro, centre hospitalier et universitaire de Lille, place de Verdun, 59037 Lille, France;1. Bioscience Institute, University of Passo Fundo (UPF), Passo Fundo, RS, Brazil;2. Postgraduate Program in Environmental Sciences, University of Passo Fundo (UPF), Passo Fundo, Brazil;3. The International Zebrafish Neuroscience Research Consortium (ZNRC), Slidell, LA, USA;4. Postgraduate Program in Cellular and Molecular Biology, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Brazil;5. Postgraduate Program in Medicine and Health Sciences, Pontifical Catholic University of Rio Grande do Sul (PUCRS), Porto Alegre, Brazil;6. Postgraduate Program in Neurosciences, Federal University of Rio Grande do Sul (UFRGS), Porto Alegre, Brazil;7. Postgraduate Program in Bio-Experimentation, University of Passo Fundo (UPF), Passo Fundo, Brazil;8. Postgraduate Program in Pharmacology, Federal University of Santa Maria (UFSM), Santa Maria, Brazil |
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| Abstract: | Grounded in affect theory (Eckblad, 1981), this study investigated (1) the extent that Botswana junior secondary teachers' quality of worklife was related to their willingness to undertake innovative educational practices and (2) the extent that those teachers who differed in their perceived quality of worklife also differed in their classroom pedagogical practices. Results indicated that classroom practices differed significantly (for reasons other than subject area) among teachers who held different perceptions about the quality of their worklife. However, findings also suggest that interventions aimed at enhancing quality of worklife based on the premise that more satisfied teachers may be more receptive to change may be ill-conceived. |
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