The first part of this book charts and analyses 2,688 working days of 384 teachers in 91 LEAs in 1991. It shows how they spent their working lives, how well matched their teaching was to their academic background, and the balance between teaching and other aspects of their work. The analysis uses five major categories: Teaching, Preparation, Administration, Professional Development and Other Activities. The authors argue that there is an occupational split between `the managers'' and `the teachers''.
The second part comments on the findings by relating them to issues of school management, and teacher professionalism, arguing that `conscientiousness'' poses a professional dilemma for secondary teachers.
