The New Lives of Teachers - 9780415484602

'A compelling read that makes you appreciate teachers, but equally will spur teachers on to increase the impact they have on their colleagues and on the children they serve. Interesting to read, deeply meaningful-Day and Gu have written a book for all educators, young and old.'-Michael Fullan, University of Toronto, Canada

This is one of the best books ever written about the working lives of teachers. Its draws not only on the science in the field but also on the real life experiences of the teachers themselves-on their joys of teaching, on the stresses and strains of their job and the impact of these on their working and personal lives. This is a must read for all interested in education.'-Cary L. Cooper, Lancaster University, UK

This book is a wakeup call for governments and how they support the teaching profession. Day and Gu provide us with compelling evidence of how the changing social, economic and political conditions are having a significant impact on teachers' lives.'

Judyth Sachs, Macquarrie University, Australia

'New Lives of Teachers foregrounds an old truth much neglected by contemporary educational reformers: Teachers' passion and commitment are foundational to high quality teaching. Day and Gu persuasively show how and why the emotional and professional contexts critically affect teachers' capacity and willingness to teach their best.'-Milbrey McLaughlin, Stanford University, USA

The New Lives of Teachers examines the varied, often demanding commitments on teachers' lives today as they attempt to pursue careers in primary and secondary education. Building upon Huberman's classic study, it probes not only teachers' everyday lives, but also the ways in which they negotiate the pitfalls of professional development and the different life and work 'scenarios' that challenge their sense of identity, well-being and effectiveness.

The authors provide a new evidence-based framework to investigate and understand teachers' lives. Using a range of contemporary examples of teaching, they demonstrate that it is the relative success with which teachers manage various personal, work and external policy challenges that is a key factor in the satisfaction, commitment, well-being and effectiveness of teachers in different contexts and at different times in their work and lives. The positive and negative influences upon career and professional development and the influences of school leadership, culture, colleagues and conditions are also shown to be profound and relate directly to teacher retention and the work-life balance agenda. The implications of these insights for teaching quality and teacher retention are discussed.

This book will be of special interest to teachers, teachers' associations, policy makers, school leaders, and teacher educators, and should also be of interest to students on postgraduate courses.