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Abstract

Life in the modern world is fast, complex,

uncertain and compressed. This presents new

problems and challenges for school systems

and the teachers who work in them (Fullan,

2005). The compression of time and space

create accelerated change; evidenced by

growing innovation, overload and intensification

in teachers’ work. It is undeniable that

teachers and principals in Australian schools,

increasingly, are expected to address an array of

social issues and societal problems previously

external to their professional domain (Mitchell

et al., 2002, p. 19). Furthermore, government

safety and welfare concerns have resulted in

new legislation and regulations, culminating in

additional levels of accountability for educators.

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