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Ipsef malaysia what matters most -simon dweck capita education
- 1. IPSEF: What Matters Most What Matters Most: A review of teacher trends and requirements in international education By Simon Dweck, Head of International School Services, Capita Education Resourcing What Matters Most: A review of teacher trends and requirements in international education By Simon Dweck Head of International School Services Capita Education Resourcing
- 2. IPSEF: What Matters Most What drives someone to become a teacher? • 20% Long holidays Source Association of Teachers and Lecturers • 57% Job variety • 75% To make a difference • 80% Enjoy working with children
- 3. IPSEF: What Matters Most Reasons teachers want to leave the UK • 76% Heavy workloads Source Association of Teachers and Lecturers • 53% No time to reflect on their practice • 75% Too much report writing • Teacher ‘bashing’ in the press • Constant changes
- 4. IPSEF: What Matters Most What improves the work-life balance? • Less work to do in the evenings Less unnecessary paperwork More Planning Preparation Assessment (PPA) Smaller classes Less pressure on inspection visits (HMIE and Ofsted etc) Reduction of reporting demands No more education changes e.g. curriculum More opportunities to collaborate with colleges More use of TAs / classroom assistants Fewer school related activities outside working hours
- 5. IPSEF: What Matters Most So why do teachers want to teach abroad?
- 6. IPSEF: What Matters Most My romantic view “The only way to be truly satisfied is to do what you believe to be great work. And the only way to do great work is to love what you do. If you haven’t found it yet keep looking. Don’t settle. As with all matters of the heart, you will know when you find it.” - Steve jobs
- 7. IPSEF: What Matters Most Dale Cox’s PhD review and the number one answer is… External work conditions Professional satisfaction Personal well-being Compensation Career advancement
- 8. IPSEF: What Matters Most The relationship with the school leader How autonomous the individual would be over work and the classroom How much influence they had over school policy Recognition of good work How manageable the workload would be
- 9. IPSEF: What Matters Most International School Review 1. Teachers have the right to accurate information 2. Teachers have the right to ethical contract practices 3. Teachers have the right to work in a safe, supportive environment 4. Teachers have the right to participate in a school-staff association 5. Teachers have the right to assistance with transition into the host country 6. Teachers have the right to a transparent and impartial evaluation process
- 10. IPSEF: What Matters Most Our research: What our teachers said (UK based) Relationship with school leader Culture & experienceGeneral work benefits
- 11. IPSEF: What Matters Most
- 12. IPSEF: What Matters Most What do the experts say? Rainer Strack ‘s TED Talk – The surprising workforce crisis of 2030 and how to start solving it now
- 13. IPSEF: What Matters Most Current market (201X) In ten years time…. Recruitment quantity By 2024 Recruiting 750,000 Please fill in as desired Recruiting XXX,XXX
- 14. IPSEF: What Matters Most The future Every company, but also every country, needs a people strategy, and to act on it immediately, and such a people strategy consists of four parts. Number one, a plan for how to forecast supply and demand for different jobs and different skills. Workforce planning will become more important than financial planning. Two, a plan for how to attract great people: generation Y, women, but also retirees. Three, a plan for how to educate and up-skill them. There's a huge up-skilling challenge ahead of us. And four, for how to retain the best people, or in other words, how to realize an appreciation and relationship culture.
Editor's Notes
- What do you enjoy about being a teacher Percentage Working with children 86.1 Light bulb moments 79.4 Helping pupils enjoy learning 76.3 Running my own classroom 56.5 Learning from pupils 55.1 Working with colleagues 45.8 The variety of challenges 45.5 Working with a subject I enjoy 45.3
- So before we go into what teachers look for internationally I thought it would be useful to have a look at what drives them out of the UK. You have all heard the stats 2/5 will leave within 5 years
- Fast forward twenty years or so and I find myself asking those same questions; just why do teachers want to work abroad and what criteria do they use to choose the school that they wish to work in? My work as an international recruitment consultant specialising in education means that I have spoken to thousands of teachers about their hopes and aspirations, what they want from their jobs and what their expectations are. Often I have found that the research they have done is limited, their initial expectations are vague, and consequently they are surprised when you explain how different a role can be in China compared to Abu Dhabi, for example. In terms of what they want from a role, I’ve heard numerous suggestions from candidates – from the chance to earn better money or even simply work in a warmer climate. There have even been some rather surprising expectations as well, such as the individual who wanted his food paid for by his employer or the Maths teacher with two years experience wanting a salary of over £5,000 per month.
- Andreas Schleicher, the Head of OECD Education, for example, identifies “status, pay, and professional autonomy” as the essential ingredients to attracting and keeping the best teachers. However, I am inclined to disagree on one of those points as, in my view, money means different things to different people. Yes it is part of the decision making mix, but it's not as important as many commentators believe. Nor is it an indicator of work happiness; giving people more doesn't make them happier or improve their performance. support and recognition a clear idea of what is expected of them reasonable freedom over how they do the work having a good work-life balance. Novella Bottini, an econometrician at think tank Legatum Institute
- Dale Cox, director at Shekou International School very much agrees with this in his recent PhD thesis. His research points to seven general categories of reasoning that teachers use when selecting their new school. In fact most research points to the fact that the school leader is fundamental to a school’s chances of success in the recruitment of staff. Steve Mancuso, High School Principal at an American Community School, even goes so far as to argue that the importance of this relationship will likely increase for teachers with greater experience or who have already worked overseas. Looking elsewhere, the International Schools Review website outlines a “Teachers’ Charter” which it believes all international schools should adhere to in order to attract education professionals. Whilst there may be some room for a generic standard that schools subscribe to, on closer inspection the teachers’ comments on the site confirm the importance of a strong supportive head teacher as well as the other factors mentioned in Cox’s research. the relationship with the school leader. This includes; how autonomous the individual would be over work and the classroom, recognition of good work, how much influence they had over school policy and, finally, how manageable the workload would be. external work conditions, professional satisfaction, personal well being, professional growth, compensation and career advancement. According to Cox, these seven factors accounted for 64% of the reasons given by teachers searching for a new role.
- Surprisingly enough there is actually very little research out here apart from anecdotal that focuses on recruitment needs / or what teachers want but there is lots about retention of staff which perhaps is seen as a bigger issue although as we have been told this will clearly change to reflect the pool of talent shortage. According to Cox, these seven factors accounted for 64% of the reasons given by teachers searching for a new role.
- Looking elsewhere, the International Schools Review website outlines a “Teachers’ Charter” which it believes all international schools should adhere to in order to attract education professionals. Whilst there may be some room for a generic standard that schools subscribe to, on closer inspection the teachers’ comments on the site confirm the importance of a strong supportive head teacher as well as the other factors mentioned in Cox’s research.
- What has our research shown well it pretty much follows the patterns that Cox mentions and is equally reflective in the things that teachers look for once they have been abroad. in minute. Make sure thast difference between leadership and
- I WILL SHOW HOW THIS IS ALSO REFLECTIVE OF INDUSTRY OUTSIDE OF TEACHING AS WELL
- Andreas Schleicher, the Head of OECD Education, for example, identifies “status, pay, and professional autonomy” as the essential ingredients to attracting and keeping the best teachers. However, I am inclined to disagree on one of those points as, in my view, money means different things to different people. Yes it is part of the decision making mix, but it's not as important as many commentators believe. Nor is it an indicator of work happiness; giving people more doesn't make them happier or improve their performance. support and recognition a clear idea of what is expected of them reasonable freedom over how they do the work having a good work-life balance. Novella Bottini, an econometrician at think tank Legatum Institute
- Clearly, then, there are numerous factors that play a part in defining a teacher’s happiness in their role; from the relationship with the school leader to access to career advancement. However, it’s important to end with a rather startling fact. Market indicators suggest that by 2024 international schools will need to recruit 750,000 teachers. if these institutions continue to subscribe to the view that these schools must have British trained teachers. And, in my opinion, this is a number that the existing talent pool will simply not be able to generate, especially if national teacher training trends continue to be in deficit.
- As such, even if hiring activity is adapted to appeal to what teachers want, the real issue in the long term lies in how recruitment will change to address the looming teacher shortage. Will there be more internal training developed or will schools need to look elsewhere for talent? But that’s a topic for another day.