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Teacher Voice in Saskatchewan

dc.contributor.advisorOrlowski, Paul
dc.contributor.advisorLemisko, Lynn
dc.contributor.committeeMemberWallin, Dawn
dc.contributor.committeeMemberBroad, Kathy
dc.contributor.committeeMemberBalzer, Geraldine
dc.creatorRichards, Patrick G
dc.date.accessioned2024-07-04T20:19:30Z
dc.date.available2024-07-04T20:19:30Z
dc.date.copyright2024
dc.date.created2024-05
dc.date.issued2024-07-04
dc.date.submittedMay 2024
dc.date.updated2024-07-04T20:19:30Z
dc.description.abstractTeacher voice, defined as a meaningful inclusion of teachers or their union in decision-making in school systems, provides a perspective on educational policy that is not often utilized in policy research (Diem et al., 2019). However, teacher voice can illuminate insights on policy in the classroom. This study aims to investigate the inclusion or exclusion of teacher voice in a specific policy, the Education Sector Strategic Plan 2014 – 2020 in Saskatchewan, and then determine if their perceptions of inclusion affected the implementation of the policy in the classroom. As a secondary research area, the research attempts to discover if neoliberalism influenced teachers' involvement in decision-making. Critical discourse analysis was used to inspect relevant documents and interview transcripts within a critical policy structure that separated policy into three stages: development, delivery, and implementation. Policy delivery is the preparations for implementing policy such as professional development. Teacher voice was found not to be included at any stage of the policy and there were indications of neoliberalism in the documents and transcripts. Teacher participants described increased time required for the assessments under the policy and felt the consequences of a managerial structure of decision-making. Both of these neoliberal elements limited teachers’ professional judgement and opportunities for voice. The research can be useful for teacher unions and partners in education desiring to make policy more inclusionary.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10388/15789
dc.language.isoen
dc.subjectteacher voice
dc.subjecteducational policy
dc.subjectneoliberalism
dc.subjectpublic education
dc.titleTeacher Voice in Saskatchewan
dc.typeThesis
dc.type.materialtext
thesis.degree.departmentEducational Foundations
thesis.degree.disciplineInterdisciplinary Studies
thesis.degree.grantorUniversity of Saskatchewan
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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