Career and promotion patterns of state school teachers in Tasmania : a sociological analysis

TL;DRAbstract

Using a research framework derived from the sociology of occupations, this study aimed to achieve an improved understanding of teachers as an occupational group by undertaking a case study of the promotion and career patterns of state school teachers in one Australian State, that of Tasmania. The theoretical assumption upon which the study was based is that the career movements of teachers are not random: rather, they move in patterned ways between competing positions. It seeks to describe and explain differences and similarities in the career patterns of those occupying different promotion positions (men and women teachers, - graduates and non-graduates, and those employed in different types of schools and sectors of the school system); and to ascertain their perceptions regarding a career and promotion in teaching. The survey population consisted of 770 full time teachers in promotion positions, 675 (87.7%) of whom were employed in schools and 95 (12.3%) in non-school supervisory, ad

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