FACULTY INSTRUCTIONAL LOADS AT FOOTHILL COLLEGE ARE COMPUTED BY MEANS OF A FORMULA WHICH INCLUDES (1) TIME SPENT IN CLASSES, (2) TIME FOR PREPARATION AND EVALUATION OF TEACHING MATERIALS FOR EACH DIFFERENT PREPARATION, (3) DUPLICATE PREPARATIONS, (4) ACTIVITY OR QUIZ SECTIONS, (5) CLASS SIZE, AND (6) FACULTY-STUDENT CONTACTS OUTSIDE OF THE…

Aside from poor salaries and fringe benefits, the basic causes of teacher dropout are frustration and lack of status, both of which are greatly dependent on teacher workload. Components of workload are (1) a rigid school day and 35-hour week differing from freer patterns in higher-status occupations; (2) oversize classes which reduce teaching…

Due to public misunderstanding of the unit-load measurement versus the hours per week standard of work measurement, a study was conducted at Humboldt State College to determine the average number of hours a full-time instructional faculty member spends in performing his job. Faculty activity data was collected by means of a daily-diary form of…

Two surveys conducted by the NEA Research Division provide an estimate of faculty load policies and practices in public junior and community colleges. These estimates are presented. (CK)

Describes a step-by-step method for analyzing faculty workload which the author notes can determine exactly how a faculty member's time is spent and whether the hours available for teaching equal the hours required for teaching. Suggested uses for the method are noted, e.g., organizing the total work force based on desired curriculum changes. (SH)

A brief discussion of the problem of converting limited funds into as much learning as possible," focussing on the educational materials which can be bought with money saved from expanding class size and increasing teacher loads. (LS)

Discusses the impact on El Cerrito High School teachers of the bankruptcy of the Richmond Unified School District. Suggests that the teachers have lost the luxury of a moment to reflect. (RS)

A comprehensive research project conducted by the Community College Section of the National Communication Association (NCA) investigated the status of communication education in U.S. community colleges. Contacts from 290 public community colleges in the U.S. responded to a survey targeting five areas of inquiry: (a) institutional, (b)…

Beyond some contracted minimum, salaried workers' hours are largely chosen at the worker's discretion and should respond to the strength of contract incentives. Accordingly, we consider the response of teacher hours to accountability and school choice laws introduced in U.S. public schools over the past two decades. Total weekly hours of full-time…

This article addresses teachers' use of their professional time. With the support of substantive grounded theories from two separate studies--focusing on two "invisible" parts of teachers' work: recesses and off-the-clock work--we aim to conceptualize some patterns in contemporary work of teachers and discuss them in the light of…

AT ALPENA COMMUNITY COLLEGE, A NORMAL TEACHING LOAD FOR ANY FACULTY MEMBER IS 14-16 SEMESTER HOURS, WITH 75-125 STUDENTS AND 2-3 PREPARATIONS. VARIATIONS FROM THE SCHEDULE ARE IN ACCORDANCE WITH SPECIFIC FORMULAS RELATING TO TOTAL MEMBERS OF STUDENTS, NUMBERS OF PREPARATIONS, ASSIGNMENT TO ENGLISH COMPOSITION CLASSES, NEW COURSES, AND CLASSES…

THE CALIFORNIA COORDINATING COUNCIL FOR HIGHER EDUCATION HAS SUGGESTED A 15-HOUR TEACHING LOAD IN JUNIOR COLLEGES. TO ASSIST IN FORMULATION OF A TEACHING LOAD POLICY FOR SPEECH ARTS INSTRUCTORS AT SAN DIEGO CITY COLLEGE, A QUESTIONNAIRE SENT TO 80 CALIFORNIA JUNIOR COLLEGES WAS USED TO GATHER INFORMATION ABOUT CURRENT PRACTICES. RETURNS FROM 67…

This paper deals with science laboratory assignments and physical education activity hours as aspects of the teaching load. The equation of laboratory and lecture hours was on a percentage figure, e.g., a one-to-one value was shown as 100% and two laboratory hours to one lecture hour was 50%. Seventy usable replies (from 79 inquiries) showed an…