An increasing number of adult basic skills teachers in England have a large proportion of teenage learners in their classes. In this paper, we explore whether this development affects their job satisfaction. We draw on longitudinal data of teachers involved with basic skills provision. Using a range of statistical models, our main finding is that adult basic skills teachers who face more teenagers in the classroom are less satisfied with their experience of learners than those who teach mainly adults.
|Number of pages||19|
|Journal||Empirical Research in Vocational Education and Training|
|Publication status||Published - 2010|