Sessional law teacher well-being: An empirical Australian study
Abstract
High rates of casualisation of teaching in higher education is a growing global phenomenon. In the context of legal education, sessional law teachers undertake a significant proportion of teaching in many law schools. In addition to experiencing several of the stressors affecting academic teaching staff generally, sessional law teachers are also impacted negatively by a host of other factors related both to their sessional status and the nature of the discipline in which they teach. This chapter reports on a 2021 study of Australian sessional law teachers. It explores the extent to which participants experience psychological distress, and the sources of that distress, and suggests strategies law schools might take to support sessional teacher well-being.
RAS ID
62721
Document Type
Book Chapter
Date of Publication
1-1-2023
School
School of Arts and Humanities
Copyright
subscription content
Publisher
Springer
Recommended Citation
Skead, N., & Rogers, S. L. (2023). Sessional law teacher well-being: An empirical Australian study. DOI: https://doi.org/10.1007/978-3-031-20691-7_4
Comments
Skead, N., & Rogers, S. L. (2023). Sessional law teacher well-being: An empirical Australian study. In C. Stevens & E. Jones (Eds.), Wellbeing and the Legal Academy (pp. 57-76). Springer, Cham. https://doi.org/10.1007/978-3-031-20691-7_4