Participation in Tasks Outside the Classroom and the Educational Institution of Non-University Teachers in Spain

This study aims to identify the most significant characteristics of non-university teaching staff within the general system in Spain who participate in non-traditional tasks outside the school and the classroom within the educational field. An exploratory study was conducted on a sample of 6512 teachers in Spain, using a 13-item Likert-scale questionnaire structured into three scopes (Technical–Political, Scientific–Academic, and Teacher Training). The results identify three distinct profiles of teachers who participate in tasks away from the classroom and the educational institution, according to the educational level at which they work. In the case of Early Childhood Education teachers who participate most in such tasks, the most significant variables are gender, holding a management position, type of school, and Continuous Teacher Training (CTT). For Primary Education teachers, the most important variables are teaching experience, holding a management position, and CTT. Finally, for Secondary Education teachers who participate most in these tasks, the most significant variables across all three scopes are teaching experience, holding a management position, and CTT. Although the proportion of teachers who report dedicating time to tasks outside the classroom and the school is small, a deeper understanding of the characteristics of those who do such activities for the consideration and design of strategies, plans, and policies, targeted by educational level, in order to increase or improve the degree of teacher participation in the three scopes under investigation.