I'm a student studying Journalism & Communication Studies at Middlesex University currently doing a Feature Writing module. As part of my feature, I am required to conduct an interview (interview will be used to provide quotes etc. to support my feature). I will be writing about the recent finding which explains that new teachers are quitting the profession within five years of being trained. I was hoping to do an interview with someone from here about their thoughts on why they think teachers may be quitting so soon, the issues caused etc. Since this forum seems to be full of people in the field of education, I was hoping someone can help. I preferably need to speak to someone in the UK. A short interview via e-mail would be fine.
Someone questions I'd like answered:
- Why do you think teachers are quitting so soon after being trained?
- What effects do you think this is having on schools as a whole?
- Is enough being done to keep teachers in the profession?
Conditions of service for teachers are getting worse year on year. Policies introduced ostensibly to address work life balance issues have instead been used by Senior Management teams to get more and more out of teachers. The expectations of teachers in terms of planning, teaching and assessing and reporting have risen dramatically.
A fulll time teacher can expect to work a minimum 70 hour week and get scant financial reward or recognition for their efforts.
Schools are subjected to ridiculous inspection regimes and forced to compete with each other causing a great deal of paperwork and stress.
It is difficult to be creative or maintain intellectual integrity as a teacher these days as central government tells you what to teach, how to teach it and how to assess it. The other driving factor in curriculum choice is the market place. Teachers increasingly find themselves teaching sub standard courses because they artificially drive up the school league table position.
Management within schools is often extremely poor not at all helped by half baked National College for School leadership courses which have the highly undesirable effect of giving hopeless mediocrities the belief that they should hold senior positions. The contents of these courses is usually little more than self help off the shelf '10 secrets of successful leaders' type crap. Become a teacher and you can expect to be very badly managed by a line manager who will have a beautiful portfolio of evidence of what a good manager they are!
Promotion opportunities have been limited by the recent TLR fiasco.
The actual process of teaching is still enormously rewarding but it is my belief that within the now shambolic context they find themselves in young teachers who leave the profession today are exercising sensible judgement.