Beskrivelse
In 2013 the general upper secondary school teachers in Denmark had their common working time agreement terminated as part of the collective agreement between the union and the employer. School leaders could now assign portfolios of tasks to teachers without a departure in fixed and commonly shared working norms. The new agreement also made it mandatory for schools to make time-registration systems available for the teachers. Time registration practices was originally championed as a managerial tool, which could allow for the monitoring and management of the individual teacher´s portfolio and working hours (Moderniseringsstyrelsen, 2015). However, time registration was also championed by the union and the local union representatives as a way of documenting and controlling the number of working hours put in. According to several teachers time registration was also championed by most school leaders, but mainly as a tool for self-management (Pedersen & Borchmann, 2021). Among the ordinary teachers, the new practice of time registration was received in different ways as some accepted and some ignored or opposed this new practice. In the article we take a closer look at the different receptions. The data used originates from a study of strains and coping strategies in the work of general upper secondary school teachers (Pedersen & Borchmann, 2021). 37 teachers were interviewed. Using qualitative content analysis, the study focuses on mapping and exploring the stance towards time registration and the arguments put forward in support of those stances. In the study we find that feelings of ambivalence as well as negative stances are grounded in both professional and political concerns.| Periode | 12 nov. 2021 |
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| Sted for afholdelse | Japan Community Healthcare Organization, Japan |