The document provides an annual report on the teacher labour market in England. Some key findings include:
- The secondary school system faces a substantial teacher shortage challenge over the next decade requiring urgent action to address falling teacher numbers and rising pupil numbers.
- The primary school system has generally maintained adequate teacher supply but risks are emerging as teacher leaving rates have risen and vacancies have increased.
- Retention of early career teachers has significantly dropped, particularly in the critical 2-5 year period, threatening long term teacher supply.
- There are acute shortages in subjects like physics, maths, languages and chemistry due to low recruitment and high leaving rates.
- Alternative sources of supply and overseas trained teachers have not increased to
August 2005
Teacher Attrition: A Costly Loss to the Nation and to the States
Earlier this summer, bells rang in schools across the nation to mark the end of another academic
year. Students and teachers left to enjoy their summer vacations, but for too many teachers, fall
will not mark a return to the classrooms in which they taught last year. Every school day, nearly
a thousand teachers leave the field of teaching. Another thousand teachers change schools, many
in pursuit of better working conditions. And these figures do not include the teachers who retire.1
The exit of teachers from the profession and the movement of teachers to better schools are
costly phenomena, both for the students, who lose the value of being taught by an experienced
teacher, and to the schools and districts, which must recruit and train their replacements.
A conservative national estimate of the cost of replacing public school teachers who have
dropped out of the profession is $2.2 billion a year.2 If the cost of replacing public school
teachers who transfer schools is added, the total reaches $4.9 billion every year. For individual
states, cost estimates range from $8.5 million in North Dakota to a whopping half a billion
dollars for a large state like Texas.
Many analysts believe that the price tag is even higher; hiring costs vary by district and
sometimes include signing bonuses, subject matter stipends, and other recruiting costs specific to
hard-to-staff schools. Others believe that the cost of the loss in teacher quality and student
achievement should also be added to the bill.3
There is a growing consensus among researchers and educators that the single most important
factor in determining student performance is the quality of his or her teachers. Therefore, if the
national goal of providing an equitable education to children across the nation is to be met, it is
critical that efforts be concentrated on developing and retaining high-quality teachers in every
community and at every grade level.
Why is teacher turnover so high? Many assume that retirement is the primary reason for teacher
attrition, but when the facts are examined closely, it becomes clear that the number of teachers
retiring from the profession is not a leading cause.4 In an analysis of teacher turnover, teachers
reported retirement as a reason for leaving less often than because of job dissatisfaction or to
pursue another job.5
Among teachers who transferred schools, lack of planning time (65 percent), too heavy a
workload (60 percent), problematic student behavior (53 percent), and a lack of influence over
school policy (52 percent) were cited as common sources of dissatisfaction.6
Many teachers who see no hope for change leave the profession altogether. While it is true that
teachers of all ages and in all kinds of schools leave the profession each year, it is also true that
Secondary School Students
Need Highly Qualified Te ...
How To Get Started Improving Your Efforts To Support And Assess Novice Teachersnoblex1
Many professions offer orientation and support experiences for professionals starting out in a field. Medical residents and law associates—even rookie baseball players—receive extended training, development, and mentoring (working alongside a seasoned expert) before taking on the responsibilities of a full professional. In contrast, novice teachers often are left to fend for themselves, with little or inadequate initiation into the profession.
However, an increasing number of school districts offer teacher induction programs to orient, support, assist, train, and assess teachers within their first three years of employment in public schools. Teacher induction is the process of socialization to the teaching profession, adjustment to the procedures and mores of a school site and school system, and development of effective instructional and classroom management skills. Participants in these programs are called inductees, a term which refers simultaneously to teachers who are new to the profession, and teachers with experience who are new to a district, grade level, or certification area.
Teacher induction programming can (and does) take many forms. Induction activities can range from a short orientation session, to mentoring programs, to staff development courses and workshops, to multiyear programs that continue to meet the changing needs of teachers as they develop. Many districts combine several activities to support new teachers.
Why are induction programs needed?
Influx of new hires
Due to escalating teacher retirements and rising student enrollments, the nation currently faces a shortage of qualified teachers. America will need to hire some two million K-12 teachers over the next decade. Although high-wealth suburban districts will always have a glut of applicants, low-wealth urban districts face a hiring demand of 900,000 teachers or more over the next decade.
High attrition rates
Just this year, America's urban school districts will need new teachers to fill some of the nation's most challenging classroom assignments. All too many of these new recruits face battlefield odds as to whether they will still be teaching five years from now. No matter how well they did in college, teacher preparation, or another career, teachers can be overwhelmed by their first years in the classroom. It has been estimated that 30% to 50% of beginning teachers leave in the first five years of teaching.
Reality shock
Central-city public schools are more likely to fill positions with “less than qualified” new teachers than are large or small towns. Even experienced teachers embarking on assignments in new cities or academic disciplines can be sorely tested, especially if they are unfamiliar with the urban environment.
Source: https://ebookschoice.com/how-to-get-started-improving-your-efforts-to-support-and-assess-novice-teachers/
Putting aside the detail of the findings for one moment, one of the very interesting aspects of this year’s survey is that, unlike in previous years, there is far less divergence of opinions between academy and maintained school respondents. This perhaps reflects the fact that we are now entering into the sixth year of the expanded academies programme and all schools are feeling the continued effects of the changing accountability measures, frailties of the examination system as well as financial restraint in the public sector.
Two clear themes struck me when looking at the survey findings. The Government’s education programme heavily relies on school leaders and it is clear more needs to be done to support current leaders as well as identifying and developing the leaders of the future.With continuation of the academy programme at pace and the emergence of more local school groups this will be a critical part of succession planning at both a local and national level.
This Government also needs to follow through on its manifesto commitments on schools funding. The Conservative manifesto made a commitment to provide‘proper funding’ to every school and to ‘make schools funding fairer’. However, Nicky Morgan has said the new funding formula will not be ready until September 2017 at the very earliest. Many will remember the last Education Secretary of State started consultation on fair funding in 2012 but progress soon stalled.
Whilst 2017 will feel too late for many, it is important to ensure that this time real progress will be delivered for our worst funded schools and their pupils. The Prime Minister’s announcement in July this year that the additional £390m previously confirmed for 2015-16 would be base-lined in budgets for future years was a welcome start. Any additional measures the Chancellor can facilitate in the comprehensive spending review to help narrow the gap pending the full implementation of fair funding will be very welcome.
https://www.brownejacobson.com/education/training-and-resources/guides/2015/11/school-leaders-survey-2015
This document provides a situational analysis of teacher utilization and allocation in upper secondary schools in Cambodia. It finds that the current classification and use of teachers is inefficient, as there is a lack of teachers with Bachelor + 1 qualifications. It also notes that student-class ratios and teaching hours do not comply with Ministry of Education standards. Teacher specializations are also sometimes mismatched with their teaching assignments, compromising education quality. The analysis aims to identify challenges and enhance effectiveness of teacher management to improve secondary education in Cambodia.
Quality in Education - A literature review - 21 01 2015Catherine Watson
This document provides a literature review on teacher education and professional development in a global context. It discusses several key topics:
1) The shortage of qualified teachers globally and challenges with recruitment and retention. Many regions lack enough teachers to meet education goals, and rely on underqualified contract teachers.
2) Factors that determine the best teaching candidates, including academic qualifications, interviews to assess suitability, and the need for diversity.
3) Characteristics of qualified teachers, including mastery of subject matter and language, effective teaching skills, commitment to students, and ongoing reflection.
4) Issues with pre-service teacher education programs and the need for professional development opportunities throughout a teacher's career to ensure high-
This document discusses a study on retaining highly qualified teachers and developing a fresh framework for human resource management in education. It begins by noting that skill levels of the workforce are crucial for education and retaining high-quality teachers is challenging. A fresh framework is needed to change outdated practices and align HR policies with student achievement goals. The document then reviews literature on teacher retention, reasons why teachers stay or leave, the impact of teacher preparation programs, and keys to success like school-university partnerships. It aims to answer questions about effective leadership strategies to evolve 21st century HR management in education.
This document discusses a framework for human resource management in education for the 21st century. It will involve evolving new approaches for recruiting and retaining highly qualified employees. A key part of this new framework is managing change, as changes in one area can impact other areas. The document reviews research on factors that impact employee retention such as teacher preparation programs, induction/mentoring programs, state strategies, compensation, and working conditions. Research shows these factors can positively influence retention rates.
Stand for Children Indiana and Teach Plus Indiana released a new report that assesses the state of the teaching profession in Indiana and puts forth a series of recommendations to combat teacher shortage and help retain teachers in the Hoosier state.
August 2005
Teacher Attrition: A Costly Loss to the Nation and to the States
Earlier this summer, bells rang in schools across the nation to mark the end of another academic
year. Students and teachers left to enjoy their summer vacations, but for too many teachers, fall
will not mark a return to the classrooms in which they taught last year. Every school day, nearly
a thousand teachers leave the field of teaching. Another thousand teachers change schools, many
in pursuit of better working conditions. And these figures do not include the teachers who retire.1
The exit of teachers from the profession and the movement of teachers to better schools are
costly phenomena, both for the students, who lose the value of being taught by an experienced
teacher, and to the schools and districts, which must recruit and train their replacements.
A conservative national estimate of the cost of replacing public school teachers who have
dropped out of the profession is $2.2 billion a year.2 If the cost of replacing public school
teachers who transfer schools is added, the total reaches $4.9 billion every year. For individual
states, cost estimates range from $8.5 million in North Dakota to a whopping half a billion
dollars for a large state like Texas.
Many analysts believe that the price tag is even higher; hiring costs vary by district and
sometimes include signing bonuses, subject matter stipends, and other recruiting costs specific to
hard-to-staff schools. Others believe that the cost of the loss in teacher quality and student
achievement should also be added to the bill.3
There is a growing consensus among researchers and educators that the single most important
factor in determining student performance is the quality of his or her teachers. Therefore, if the
national goal of providing an equitable education to children across the nation is to be met, it is
critical that efforts be concentrated on developing and retaining high-quality teachers in every
community and at every grade level.
Why is teacher turnover so high? Many assume that retirement is the primary reason for teacher
attrition, but when the facts are examined closely, it becomes clear that the number of teachers
retiring from the profession is not a leading cause.4 In an analysis of teacher turnover, teachers
reported retirement as a reason for leaving less often than because of job dissatisfaction or to
pursue another job.5
Among teachers who transferred schools, lack of planning time (65 percent), too heavy a
workload (60 percent), problematic student behavior (53 percent), and a lack of influence over
school policy (52 percent) were cited as common sources of dissatisfaction.6
Many teachers who see no hope for change leave the profession altogether. While it is true that
teachers of all ages and in all kinds of schools leave the profession each year, it is also true that
Secondary School Students
Need Highly Qualified Te ...
How To Get Started Improving Your Efforts To Support And Assess Novice Teachersnoblex1
Many professions offer orientation and support experiences for professionals starting out in a field. Medical residents and law associates—even rookie baseball players—receive extended training, development, and mentoring (working alongside a seasoned expert) before taking on the responsibilities of a full professional. In contrast, novice teachers often are left to fend for themselves, with little or inadequate initiation into the profession.
However, an increasing number of school districts offer teacher induction programs to orient, support, assist, train, and assess teachers within their first three years of employment in public schools. Teacher induction is the process of socialization to the teaching profession, adjustment to the procedures and mores of a school site and school system, and development of effective instructional and classroom management skills. Participants in these programs are called inductees, a term which refers simultaneously to teachers who are new to the profession, and teachers with experience who are new to a district, grade level, or certification area.
Teacher induction programming can (and does) take many forms. Induction activities can range from a short orientation session, to mentoring programs, to staff development courses and workshops, to multiyear programs that continue to meet the changing needs of teachers as they develop. Many districts combine several activities to support new teachers.
Why are induction programs needed?
Influx of new hires
Due to escalating teacher retirements and rising student enrollments, the nation currently faces a shortage of qualified teachers. America will need to hire some two million K-12 teachers over the next decade. Although high-wealth suburban districts will always have a glut of applicants, low-wealth urban districts face a hiring demand of 900,000 teachers or more over the next decade.
High attrition rates
Just this year, America's urban school districts will need new teachers to fill some of the nation's most challenging classroom assignments. All too many of these new recruits face battlefield odds as to whether they will still be teaching five years from now. No matter how well they did in college, teacher preparation, or another career, teachers can be overwhelmed by their first years in the classroom. It has been estimated that 30% to 50% of beginning teachers leave in the first five years of teaching.
Reality shock
Central-city public schools are more likely to fill positions with “less than qualified” new teachers than are large or small towns. Even experienced teachers embarking on assignments in new cities or academic disciplines can be sorely tested, especially if they are unfamiliar with the urban environment.
Source: https://ebookschoice.com/how-to-get-started-improving-your-efforts-to-support-and-assess-novice-teachers/
Putting aside the detail of the findings for one moment, one of the very interesting aspects of this year’s survey is that, unlike in previous years, there is far less divergence of opinions between academy and maintained school respondents. This perhaps reflects the fact that we are now entering into the sixth year of the expanded academies programme and all schools are feeling the continued effects of the changing accountability measures, frailties of the examination system as well as financial restraint in the public sector.
Two clear themes struck me when looking at the survey findings. The Government’s education programme heavily relies on school leaders and it is clear more needs to be done to support current leaders as well as identifying and developing the leaders of the future.With continuation of the academy programme at pace and the emergence of more local school groups this will be a critical part of succession planning at both a local and national level.
This Government also needs to follow through on its manifesto commitments on schools funding. The Conservative manifesto made a commitment to provide‘proper funding’ to every school and to ‘make schools funding fairer’. However, Nicky Morgan has said the new funding formula will not be ready until September 2017 at the very earliest. Many will remember the last Education Secretary of State started consultation on fair funding in 2012 but progress soon stalled.
Whilst 2017 will feel too late for many, it is important to ensure that this time real progress will be delivered for our worst funded schools and their pupils. The Prime Minister’s announcement in July this year that the additional £390m previously confirmed for 2015-16 would be base-lined in budgets for future years was a welcome start. Any additional measures the Chancellor can facilitate in the comprehensive spending review to help narrow the gap pending the full implementation of fair funding will be very welcome.
https://www.brownejacobson.com/education/training-and-resources/guides/2015/11/school-leaders-survey-2015
This document provides a situational analysis of teacher utilization and allocation in upper secondary schools in Cambodia. It finds that the current classification and use of teachers is inefficient, as there is a lack of teachers with Bachelor + 1 qualifications. It also notes that student-class ratios and teaching hours do not comply with Ministry of Education standards. Teacher specializations are also sometimes mismatched with their teaching assignments, compromising education quality. The analysis aims to identify challenges and enhance effectiveness of teacher management to improve secondary education in Cambodia.
Quality in Education - A literature review - 21 01 2015Catherine Watson
This document provides a literature review on teacher education and professional development in a global context. It discusses several key topics:
1) The shortage of qualified teachers globally and challenges with recruitment and retention. Many regions lack enough teachers to meet education goals, and rely on underqualified contract teachers.
2) Factors that determine the best teaching candidates, including academic qualifications, interviews to assess suitability, and the need for diversity.
3) Characteristics of qualified teachers, including mastery of subject matter and language, effective teaching skills, commitment to students, and ongoing reflection.
4) Issues with pre-service teacher education programs and the need for professional development opportunities throughout a teacher's career to ensure high-
This document discusses a study on retaining highly qualified teachers and developing a fresh framework for human resource management in education. It begins by noting that skill levels of the workforce are crucial for education and retaining high-quality teachers is challenging. A fresh framework is needed to change outdated practices and align HR policies with student achievement goals. The document then reviews literature on teacher retention, reasons why teachers stay or leave, the impact of teacher preparation programs, and keys to success like school-university partnerships. It aims to answer questions about effective leadership strategies to evolve 21st century HR management in education.
This document discusses a framework for human resource management in education for the 21st century. It will involve evolving new approaches for recruiting and retaining highly qualified employees. A key part of this new framework is managing change, as changes in one area can impact other areas. The document reviews research on factors that impact employee retention such as teacher preparation programs, induction/mentoring programs, state strategies, compensation, and working conditions. Research shows these factors can positively influence retention rates.
Stand for Children Indiana and Teach Plus Indiana released a new report that assesses the state of the teaching profession in Indiana and puts forth a series of recommendations to combat teacher shortage and help retain teachers in the Hoosier state.
Better hiring, better outcomes: How to improve operational efficiency to redu...Informed K12
In this E-Book by Informed K12, you'll learn best practices for improving hiring practices in order to overcome teacher shortages in your school or district. Topics covered include:
The effects of late teacher hiring on student outcomes
How to avoid late teacher hiring
Solutions for improving teacher hiring
India primary education system is among the largest in the world with nearly 1.5 million schools and over 100 million students enrolled. This large size warrants significant investments to provide high quality education at primary levels. Over the years, the government has worked on strengthening its education system at the elementary level through various policies and schemes such as Sarva Shiksha Abhiyan (SSA), Mid-day meal scheme, Right to Education Act (RTE), among others. This has in turn resulted in a six times growth in number of schools offering primary education, thirteen times increase in number of teachers, and doubling of Gross Enrolment Ratio (GER) from 1950 to 2016.
Cambodia: Education Sector; A Short Fiscal AssessmentJean-Marc Lepain
The education sector in Cambodia has made progress but faces ongoing challenges. Enrollment has increased at primary and tertiary levels, and teacher qualifications have improved. However, education spending remains low, class sizes are still very large, dropout and repetition rates are high, and textbook provision is insufficient. Improving the education system will require increasing spending, training more teachers, expanding early education, reducing family costs, and improving performance incentives. While decentralization efforts have helped, school budgets are not always well-matched to needs between rural and urban areas. Addressing structural issues like these will require mobilizing more resources to close financing gaps.
In an era of complexity and change, European schools and, in particular, its teachers, have frequently been confronted with difficult issues that necessitate ever more sophisticated professional abilities, with consequences for teachers' work, professional growth and careers. The transformations that have occurred in the previous few decades have shaken up the autonomy of teachers, placing them in the presence of problems and expectations of a continual development process throughout their careers. https://www.oecd.org/berlin/43541636.pdf
1) Early childhood education has significant individual and social benefits for children's development, and high-quality early education has lasting positive impacts. However, quality is at risk from recent government funding cuts.
2) The cuts amount to over $435 million over four years and affect over 90,000 children by no longer funding services that employ more than 80% qualified teachers. This undermines New Zealand's commitment to 100% qualified teachers in early childhood education.
3) NZEI continues advocating for restoring funding to support 100% qualified teachers in early childhood services to ensure quality education. Investment in early childhood education returns up to $17 for every dollar spent.
Senator Antonio Trillanes IV strongly criticized and opposed the implementation of the Department of Education's K to 12 basic education program during a Senate committee hearing. He argued that the program was being forced on students, parents, and teachers without proper legislation. While the DepEd claimed the program would improve education standards, Trillanes questioned this, noting that Filipino workers are in high demand overseas despite only having 10 years of basic education. He believed the existing problems in the education system, like lack of teachers and resources, should be addressed before implementing an experimental program like K to 12. The DepEd struggled to convince Trillanes of the benefits of K to 12 during the heated discussion.
The document outlines the Malaysian Ministry of Education's plans to transform its operations between 2013-2015 (Wave 1). Key aspects of the transformation include:
1) Empowering state and district education offices (JPNs and PPDs) through greater budgetary and personnel autonomy, while also increasing their accountability for student outcomes.
2) Deploying almost 2,500 additional personnel from the Ministry and JPNs to PPDs to better support schools.
3) Strengthening leadership capabilities in 150-200 pivotal roles across the Ministry.
The goals of the transformation are to improve teaching standards, especially in core subjects, increase enrollment rates across primary and secondary levels, and reduce the urban
Trend and Issues in Phil Educ System.pptMelody Prado
The document summarizes key trends, issues, and reforms in the Philippine educational system. It notes that education remains the top government priority but budget allocation remains among the lowest in ASEAN. Two ongoing reforms - K-12 and free higher education - continue implementing but DepEd still faces shortages of teachers, materials, and facilities. Learning outcomes are poor with many students unable to read properly despite increased spending. Proposed reforms include raising teachers' salaries, targeting scholarships to the poor, and increasing industry involvement to address skills mismatches.
Trend and Issues in Phil Educ System.pptMelody Prado
The document summarizes key trends, issues, and reforms in the Philippine educational system. It notes that education remains the top government priority but budget allocation remains among the lowest in ASEAN. Two ongoing reforms - K-12 and free higher education - continue implementing but DepEd still faces shortages of teachers, materials, and facilities. Learning outcomes are poor with many students unable to read properly despite increased spending. Proposed reforms include raising teacher pay, targeting scholarships to the poor, and increasing industry involvement to address skills mismatches.
The document is a report on K-12 education benchmarks that provides insights into talent management trends, challenges, and performance metrics. Key findings include:
- Teacher and staff hiring is expected to increase but applicant volumes are decreasing, indicating a potential teacher shortage.
- Most schools do not track talent management KPIs or have difficulty analyzing and using data to make improvements.
- Schools aim to improve teacher evaluations, records management, talent acquisition, and onboarding with technology solutions.
- Attracting, developing, and retaining teachers are the top talent management priorities to support student achievement.
1) A study found that the learning levels among primary and middle school students in India is declining, with fewer students able to perform basic math and reading skills appropriate for their grade level.
2) Between 2005-2013, the proportion of Class 5 students able to read a Class 2 textbook declined by 15% and the number of Class 8 students able to do divisions declined by 23%.
3) While enrollment in schools has increased due to government programs, the quality of education being delivered is poor, with a focus on school attendance rather than actual learning. Infrastructure and teacher training is inadequate.
Schools across the United States are struggling to cope with the vacant positions of teachers. While the situation is really very bad in rural and poverty ridden school districts it is almost equally bad in other parts of the country. There is a dearth of qualified and trained teachers that is posing a serious threat to the education system of the country.
Moloney and Pettersen working paper based upon the PLÉ submission to the cons...Mary Moloney
This document provides a summary and analysis of a submission to Ireland's Department of Education and Skills (DES) regarding its 2016-2018 strategy. It discusses several areas the DES is doing well in early childhood education, but argues more investment is needed. It recommends developing a long-term vision for early childhood, increasing qualifications for early educators, and reforming the inspection regime to have a single framework across early childhood settings.
Deloitte UK Restructuring Sector Outlook 2016 - Education Industry in Unchart...Thorsten Lederer 托尔斯滕
Uncertainty on funding and government policy implications is further exacerbated by reducing student numbers which together are putting both fnancial and operational pressure on institutions. At best, these changes will require a shift in management skills and adjustment in operations but could result in some institutions being no longer viable. Excellent read.
A Leak in the Teacher Pipeline? Employment Rates for Initially-Prepared Teach...Analisa Sorrells
A Leak in the Teacher Pipeline? Employment Rates for
Initially-Prepared Teachers from UNC System Institutions from the Education Policy Institute at Carolina.
The document outlines a strategic leadership portfolio for Ann Lopez focusing on increasing academic growth at LEARN 10 Charter School. It provides an overview of the school and analyzes student performance data, identifying academic growth as a priority area. A plan is proposed to address this priority through weekly lesson internalization meetings where teachers prepare lessons in advance using a planning document to increase instructional rigor and student outcomes.
Education is the key that unlocks opportunities in every human being’s life as it creates a non-imitable resource. It is universally believed that the only inheritance one can leave for their off springs is education. This throws to the limelight, the main driver behind this
crucial resource: the teacher. The background of the study highlights the declining trend in teacher retention and consequently a shrinking teacher workforce particularly in
secondary schools. The objectives of the study were: to explain the background of teacher turnover, establish teacher turnover rate in a period of 1-10 years in Nyeri County,
identify major push and pull factors in the teaching profession in Nyeri County and recommend strategies that can be used to retain teachers in Nyeri County. Literature
reviewed brought to fore certain characteristics associated with recruitment. The study is based on Hertzberg’s two factor theory which distinguishes the hygiene factors as the most crucial in teacher motivation as opposed to motivational factors. The study findings highlight a myriad of pull and push factors impacting teacher turnover chief among them as teachers’ teachers’ pay, with other underlying factors like job dissatisfaction, work environment, reward system, work overloads, resource provision, professional training
and development and promotions. The study recommends that teacher motivational sessions be organized, teacher facilitation be effected and rewarding, recognition of teacher effort and formulation of attractive teacher retention policies by the government.
20140908 Alger Teacher Incentive Pay that WorksVicki Alger
This document provides a summary of a report on teacher incentive pay programs around the world. It discusses 10 case studies of effective programs that reward teachers based on student achievement. Two successful group incentive programs are from Chile and Dallas, Texas that keep teachers motivated by carefully defining incentive award groups. Two individual incentive programs that focus on student achievement are from Little Rock, Arkansas and England. The report also discusses programs that combine group and individual incentives. It provides lessons for policymakers on defining expectations, supporting teachers, rewarding performance, building sustainable programs, and promoting continuous improvement.
Irreplaceables briefing deck north carolina feb 2013 v3Keith Eades
The document discusses "Irreplaceable" teachers, who are highly effective teachers that are nearly impossible to replace. It finds that these teachers are more likely to leave struggling schools, where they are often replaced with less effective teachers. The key causes of this turnover are poor leadership, poor working conditions, and policies that do not incentivize retaining highly effective teachers. The consequences are that school turnaround is nearly impossible when effective teachers frequently leave, and the teaching profession suffers when mediocre performance is tolerated. The document advocates for policies focused on retaining Irreplaceable teachers.
The document discusses the implementation of the K-12 program in the Philippines, specifically:
1) It provides background on the Enhanced Basic Education Curriculum (EBEC) or K-12 program which extended basic education from 10 to 12 years, adding kindergarten and 2 years of senior high school.
2) It outlines some of the challenges in implementing K-12 including lack of teachers, classrooms, and textbooks as well as problems with the competence and preparation of teachers.
3) It discusses the status of K-12 implementation including the graduation of the first batch of students from the program and DepEd reporting positive results while lawmakers call for further examination of issues.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Better hiring, better outcomes: How to improve operational efficiency to redu...Informed K12
In this E-Book by Informed K12, you'll learn best practices for improving hiring practices in order to overcome teacher shortages in your school or district. Topics covered include:
The effects of late teacher hiring on student outcomes
How to avoid late teacher hiring
Solutions for improving teacher hiring
India primary education system is among the largest in the world with nearly 1.5 million schools and over 100 million students enrolled. This large size warrants significant investments to provide high quality education at primary levels. Over the years, the government has worked on strengthening its education system at the elementary level through various policies and schemes such as Sarva Shiksha Abhiyan (SSA), Mid-day meal scheme, Right to Education Act (RTE), among others. This has in turn resulted in a six times growth in number of schools offering primary education, thirteen times increase in number of teachers, and doubling of Gross Enrolment Ratio (GER) from 1950 to 2016.
Cambodia: Education Sector; A Short Fiscal AssessmentJean-Marc Lepain
The education sector in Cambodia has made progress but faces ongoing challenges. Enrollment has increased at primary and tertiary levels, and teacher qualifications have improved. However, education spending remains low, class sizes are still very large, dropout and repetition rates are high, and textbook provision is insufficient. Improving the education system will require increasing spending, training more teachers, expanding early education, reducing family costs, and improving performance incentives. While decentralization efforts have helped, school budgets are not always well-matched to needs between rural and urban areas. Addressing structural issues like these will require mobilizing more resources to close financing gaps.
In an era of complexity and change, European schools and, in particular, its teachers, have frequently been confronted with difficult issues that necessitate ever more sophisticated professional abilities, with consequences for teachers' work, professional growth and careers. The transformations that have occurred in the previous few decades have shaken up the autonomy of teachers, placing them in the presence of problems and expectations of a continual development process throughout their careers. https://www.oecd.org/berlin/43541636.pdf
1) Early childhood education has significant individual and social benefits for children's development, and high-quality early education has lasting positive impacts. However, quality is at risk from recent government funding cuts.
2) The cuts amount to over $435 million over four years and affect over 90,000 children by no longer funding services that employ more than 80% qualified teachers. This undermines New Zealand's commitment to 100% qualified teachers in early childhood education.
3) NZEI continues advocating for restoring funding to support 100% qualified teachers in early childhood services to ensure quality education. Investment in early childhood education returns up to $17 for every dollar spent.
Senator Antonio Trillanes IV strongly criticized and opposed the implementation of the Department of Education's K to 12 basic education program during a Senate committee hearing. He argued that the program was being forced on students, parents, and teachers without proper legislation. While the DepEd claimed the program would improve education standards, Trillanes questioned this, noting that Filipino workers are in high demand overseas despite only having 10 years of basic education. He believed the existing problems in the education system, like lack of teachers and resources, should be addressed before implementing an experimental program like K to 12. The DepEd struggled to convince Trillanes of the benefits of K to 12 during the heated discussion.
The document outlines the Malaysian Ministry of Education's plans to transform its operations between 2013-2015 (Wave 1). Key aspects of the transformation include:
1) Empowering state and district education offices (JPNs and PPDs) through greater budgetary and personnel autonomy, while also increasing their accountability for student outcomes.
2) Deploying almost 2,500 additional personnel from the Ministry and JPNs to PPDs to better support schools.
3) Strengthening leadership capabilities in 150-200 pivotal roles across the Ministry.
The goals of the transformation are to improve teaching standards, especially in core subjects, increase enrollment rates across primary and secondary levels, and reduce the urban
Trend and Issues in Phil Educ System.pptMelody Prado
The document summarizes key trends, issues, and reforms in the Philippine educational system. It notes that education remains the top government priority but budget allocation remains among the lowest in ASEAN. Two ongoing reforms - K-12 and free higher education - continue implementing but DepEd still faces shortages of teachers, materials, and facilities. Learning outcomes are poor with many students unable to read properly despite increased spending. Proposed reforms include raising teachers' salaries, targeting scholarships to the poor, and increasing industry involvement to address skills mismatches.
Trend and Issues in Phil Educ System.pptMelody Prado
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2. Page 2
Contents
Key findings 4
Secondary school teacher labour market 6
Primary school teacher labour market 7
Alternative sources of supply 8
Early-career teacher retention 8
Recruitment and retention trends by secondary EBacc subjects 9
Teachers’ working conditions: satisfaction, stress and working hours 10
Teachers’ working conditions: pay, part-time and job security 11
Data and methodology appendix 12
3. Page 3
Page 3
Introduction
The recruitment, development and retention of teachers and
school leaders is a crucial underpinning for a successful education
system. However, England’s school system faces a substantial
and growing challenge of ensuring there are sufficient numbers
of high-quality teachers employed in schools. Meeting this
supply challenge is necessary for the school system to deliver a
high-quality education for all children and young people.
In response to the growing teacher supply challenge, the
Department for Education (DfE) published its teacher recruitment
and retention strategy in January 2019. The strategy outlines the
key areas where focus, reform and investment can have an impact
on improving teacher recruitment and retention. The stated aim
of the strategy is to ensure that careers in teaching are attractive,
sustainable and rewarding.
NFER’s first annual report on the state of the teacher workforce
measures the key indicators of the teacher labour market and
teachers’ working conditions. We present data from a range of
sources, which together highlight the trends that describe the
current teacher supply situation and how it has changed over
time. Teachers’ working conditions are a fundamental lever to
effecting change over teacher recruitment and retention, so we
also present data on teachers’ working conditions and how they
compare to similar individuals in other professional occupations.
This report summarises the state of the teacher workforce using
the most recent available data when the strategy was published.
In future reports we will update the summary using the latest
available data, measuring changes in these key indicators of
teacher supply and working conditions. We aim to monitor the
progress the school system is making towards meeting the
teacher supply challenge over the next decade.
“It is clear we need to
encourage more teachers to
stay, and offer those who have
left teaching the prospect of
an exciting, rewarding and
manageable career that they
want to return to. This will, in
turn, undoubtedly make it a
profession that new recruits
want to be a part of too.”
Carole Willis, Chief Executive,
National Foundation for
Educational Research
4. Page 4
Page 4
Page 4
The secondary school system is facing a substantial
teacher supply challenge over the next decade,
which requires urgent action.
The DfE forecasts that secondary schools will need 15,000 more
teachers between 2018 and 2025 to meet a 15 per cent rise in
pupil numbers. Yet teacher numbers have been falling, due to
increasing numbers of teachers leaving the state sector and
insufficient numbers entering the secondary sector. The number
of in-year vacancies and temporarily-filled posts, one measure of
potential shortages, has doubled between 2010/11 and 2017/18.
Teacher supply in the primary school system has
increased to meet rising demand over the last
decade.
The DfE forecasts that primary schools will need to maintain
teacher numbers over the next decade, by ensuring the numbers
entering keep up with those leaving. However, the primary leaving
rate has risen between 2011/12 and 2017/18 and the number of
vacancies has increased, suggesting a risk of there being some
supply challenges ahead.
Retention rates of early-career teachers (between
two and five years into their careers) have dropped
significantly between 2012 and 2018.
These are the critical years where the right development
opportunities, nurture and support can make or break a teaching
career. The Government’s Early Career Framework, which includes
time off timetable for second-year teachers for professional
development and mentor support, is a promising development.
Key
findings
5. Page 5
There are acute challenges in the recruitment and
retention of teachers in long-standing shortage
subjects such as physics, maths, modern foreign
languages and chemistry.
These issues require a targeted approach. The Government’s plan
to spread out training bursary payments for shortage subjects
during the first five years of teachers’ careers is welcome. Moving
from a one-off lump sum for entering training to a smaller
up-front payment and retention payments in the third and fifth
years of teaching is likely to encourage more teachers to stay in
the state sector for longer.
Alternative sources of teacher supply, such as
returners and overseas-trained teachers, have not
increased in spite of the growing supply challenge.
The number of returners entering the state sector has remained
flat at around 13,000-15,000 per year between 2011/12 and
2017/18. The number of Qualified Teacher Status (QTS) awards
to overseas trained teachers fell in 2017/18, particularly from
countries in the European Economic Area. This may be caused by
the UK’s forthcoming departure from the European Union (EU)
and may signify a downward trend in interest towards moving
to the UK to teach. The Government’s strategy confirms that the
Migration Advisory Committee will consider extending the teacher
occupations that are on the Shortage Occupation List beyond
maths, physics, general science, computing and Mandarin.
Teachers work longer hours in a typical working
week than similar people in other professional
occupations.
While their working hours averaged over the whole year are
similar to those in other professions, working intensively over
fewer weeks of the year leads to a poorer work-life balance and
higher stress levels among teachers. Two out of five teachers
(41 per cent) are dissatisfied with their amount of leisure time,
compared to 32 per cent of similar professionals. One in five
teachers (20 per cent) feel tense about their job most or all of the
time, compared to 13 per cent of similar professionals. Reducing
teachers’ unnecessary workload presents the biggest potential
area for improving retention.
Teachers’ mean pay in real terms is lower than
similar individuals in other professional occupations,
but median pay is similar between the two groups.
In other words, the pay of a typical teacher is similar to that of
a typical professional, but pay compression within teaching and
more higher-earners in other professions means that the mean
pay of teachers is lower. The pay of both groups has fallen in real
terms between 2010/11 and 2017/18: teachers’ average pay has
fallen by 12 per cent in real terms since 2010 (although part of this
may be explained by changes in the composition of each group,
i.e. the average teacher in 2018 is younger and less experienced
than the average teacher in 2011). Ensuring that teacher pay is
competitive with other professionals should be a key objective
to support recruitment and retention (of early career teachers in
particular).
There is more unmet demand for part-time working
among full-time teachers than there is for similar
professionals.
Around a quarter of full-time teachers (23 per cent) would
like to reduce their working hours even if it means less pay,
compared to 17 per cent of similar professionals. Part of this
pattern may reflect teachers’ unmanageable workload. Schools
(particularly secondaries) improving the part-time and flexible
working opportunities available to their staff is likely to help
retain teachers who would otherwise leave and encourage more
returners back to the state sector.
Teaching’s traditional ‘recession-proof’ advantage
over other professions has eroded over time due to
a relatively strong graduate labour market.
The proportion of teachers reporting low job security has
remained very low (around five per cent) and stable since 2010/11,
compared to the level of insecurity among similar professionals,
which has fallen from 14 per cent in 2010/11 to 9 per cent in
2017/18. The job security of alternative careers is likely to influence
those who are deciding whether or not to enter teaching.
6. Page 6
Demand
for teachers
The number of secondary teachers
has fallen since 2010. This was
in line with falling pupil numbers
up until 2015, but pupil numbers
have increased since then. The DfE
forecasts that secondary schools will
need 15,000 more teachers between
2018 and 2025 to meet a 15 per cent
rise in pupil numbers.
Teacher
retention
Retaining more current teachers
would help supply by reducing the
number of new teachers needed
to replace them and meet growing
demand. Retaining teachers also
holds on to their expertise that they
have gained through experience.
However, the rate of secondary
teachers leaving the state sector has
increased in recent years, particularly
for working-age teachers.
Entry into
teacher training
Targets for the required number of
secondary teacher trainees have
been missed for six years in a row.
Increasing numbers of pupils means
the trainee target is forecast to
continue rising until 2023. The risk of
teacher supply getting further behind
is high. The system needs more
recruitment into training to meet the
growing need for teachers.
Teacher
shortages
Years of under-recruitment and rising
leaving rates mean schools have found
it more difficult to recruit the teachers
they need. Shortages are difficult to
measure using the available data,
but one proxy measure is vacancies
and temporarily-filled teaching posts
as a proportion of the number of
teachers. The secondary vacancy rate
has doubled since 2010, suggesting
teacher shortages are biting.
Urgent action
needed
Secondary school teacher labour market
Source: Pupil projections, SWC, TSM Source: School Workforce Census Source: ITT Census, TSM Source: School Workforce Census
7. Page 7
Demand
for teachers
The number of primary teachers
grew between 2010 and 2017, in line
with rising pupil numbers. As pupil
numbers are forecast to plateau, the
forecast number of teachers required
between 2018 and 2025 is flat. The
number of teachers fell in 2017/18
despite slight pupil growth, which
could reflect funding constraints or
slight teacher under-supply.
Teacher
retention
The rate of primary teachers leaving
the state sector has increased
in recent years, particularly for
working-age teachers. Reversing this
trend would make it easier for primary
recruitment targets to continue
being met and retain the expertise
of experienced teachers in the
classroom, rather than relying more
heavily on newly qualified teachers.
Entry into
teacher training
Primary teacher training targets
have generally been met over the
last decade. The data shown is only
postgraduate recruitment: additional
entry from undergraduate teacher
training, which mostly trains primary
teachers, has also helped primary
meet its targets. Flat pupil number
growth means future entry targets are
also flat, suggesting primary should
have few recruitment issues.
Teacher
shortages
Despite a relatively strong recruitment
and retention picture in primary
schools overall, the rate of vacancies
and temporarily-filled posts has
increased since 2010. This may
indicate that some shortages are
emerging: the seemingly adequate
quantity of primary teachers may not
be reflected in the quality of teachers
in the market.
Stable situation
with some risks
Primary school teacher labour market
Source: Pupil projections, SWC, TSM Source: School Workforce Census Source: ITT Census, TSM Source: School Workforce Census
8. Page 8
Returners to
teaching
Teachers returning to the state sector
(primary and secondary) represent
a potential source of teachers to fill
supply gaps due to under-recruitment
to teacher training. However, the
number of returners has increased
only slightly since 2011, despite
policy interventions offering support.
Making the teaching career offer
more sustainable may attract more
returners in future.
QTS for overseas
teachers
The number of Qualified Teacher
Status (QTS) awards to teachers
trained overseas rose rapidly from
2011 to 2016, but has since fallen,
particularly from countries in the
European Economic Area. This is
likely to reflect the UK being a less
attractive destination following the EU
referendum. Awards from non-EEA
countries have been stable. However,
not all awards result in a teacher
entering teaching in England.
Alternative sources of supply Early-career teacher retention
Retention of
early-career teachers
The retention rates of early-career teachers (ECTs) have fallen considerably
between 2012 and 2018. Around 87 per cent of teachers who enter teaching
remain in the state sector at the end of their first year. This remained stable
between 2012 and 2017, but dropped to 85 per cent in 2018. Retention rates of
teachers between two and five years into their careers have dropped significantly
between 2012 and 2018. These are the critical years where the right development
opportunities, nurture and support can make or break a teaching career. The
Government’s Early Career Framework is a package aimed at improving ECT
retention, including time off timetable to pursue professional development and
support from a trained mentor. This is a promising development, but the quality of
implementation will be crucial to its success in retaining teachers.
Source: School Workforce Census Source: ITT Census Source: School Workforce Census
9. Page 9
Recruitment and retention trends by secondary EBacc subjects
Initial teacher training
new entrants by subject
Overall, recruitment to secondary teacher training is below the target necessary
for maintaining supply. The situation varies considerably between different EBacc
subjects, and it is subjects with long-standing supply issues that are struggling
most. Recruitment to teacher training in Physics in 2018/19 is more than 50 per
cent below the numbers required to maintain supply, and Maths and Modern
Foreign Languages (MFL) have also regularly been below target. Bursaries of up
to £30,000 are offered for training in these subjects to attract applicants, but
they do not seem to be attracting enough trainees to meet demand.
Working-age teacher
leaving rates by subject
The rate of secondary teachers leaving teaching in the state sector has risen since
2012: particularly for working-age teachers and offset by a falling retirement rate.
This trend is seen across all subjects. However, rates of state-sector teachers
leaving differs considerably between EBacc subjects, from a relatively low 8.3 per
cent for History teachers in 2017/18 to a relatively high 11.4 per cent of Physics
teachers. High leaving rates exacerbate supply gaps in long-standing shortage
subjects such as Maths, MFL and Sciences. The Government has committed to
changing bursary payments for shortage subjects so that some of the bursary is
contingent on staying in the state sector, rather than just being paid for training.
Source: ITT census Source: School Workforce Census
10. Page 10
Job
satisfaction
Job satisfaction is a key factor for
retention: teachers who are satisfied
and motivated are more likely to stay.
The share of teachers with low job
satisfaction, an indicator of increased
risk of leaving, is broadly similar
to other professionals and hasn’t
increased significantly since 2010.
Nonetheless, there remains room to
improve teachers’ job satisfaction.
Teachers’
working hours
Teachers’ working hours are higher
than other professionals during a
typical working week (i.e. term time
for teachers). This is driven by high
teacher workload. The school holidays
mean when averaged over the whole
year, working hours are similar
to other professionals. However,
teachers work intensively over fewer
weeks in the year, which can have
negative consequences for health and
well-being.
Job-related
stress
Job-related stress is higher among
teachers than other professionals,
particularly the proportion of teachers
feeling ‘tense’ or ‘worried’ about their
job most or all of the time. Teaching
needs to be an attractive and
rewarding profession to retain staff
over the long term.
Teachers’
work-life balance
Teachers’ work-life balance can be
compromised by long working hours
during term time. More teachers
report low satisfaction with their
amount of leisure time than similar
professionals. While this has improved
for both groups in the last few years,
reducing teachers’ workload is likely
to improve their work-life balance and
hence retention.
Teachers’ working conditions: satisfaction, stress and working hours
Source: Understanding Society Source: Labour Force Survey Source: Understanding Society Source: Understanding Society
11. Page 11
Teachers’
pay
Teachers’ pay has, on average, fallen
by 12 per cent since 2010, due to
public sector pay restraint, compared
to a fall of only 5 per cent among
similar professionals. Teachers’ pay
needs to be competitive with other
professions to attract graduates, yet
the gap in mean pay between teaching
and other professionals has widened
since 2014. However, typical (median)
teacher pay has remained similar to
other professionals. This data does
not include the 2018/19 teacher pay
increase and may also be explained by
changes in the composition of each
group, i.e. the average teacher in 2018
is younger and less experienced than
the average teacher in 2011.
Teachers’ income
satisfaction
Teachers’ income satisfaction is
similar to the level among other
professionals. Teachers’ decisions
to stay in teaching are relatively
unresponsive to levels of pay.
However, pay can have an important
influence on those considering
entering teaching and on early-career
teachers, particularly in subjects
with well-paid alternatives outside
teaching, such as science and maths
teachers.
Part-time and
flexible working
Part-time and flexible working is
important for retaining teachers,
particularly at certain times of their
careers such as when having children,
or later in their careers. Since 2011
the number of full-time teachers
who would prefer part-time work has
increased, whereas the trend has been
stable among other professionals.
Teacher retention is likely to be
improved by incorporating greater
flexibility into the teaching career
offer.
High job
security
High job security has always
been an important feature of the
‘recession-proof’ teaching career offer.
However, the strength of the wider
labour market has improved since
2010, eroding this relative advantage.
The job security of alternative careers
can have a big influence on those who
are deciding whether or not to enter
teaching.
Teachers’ working conditions: pay, part-time and job security
Source: Labour Force Survey Source: Labour Force Survey Source: Understanding Society Source: Understanding Society
% perceiving low job security
12. Page 12
Page 12
Page 12
Data sources
Pupil projections. Department for Education, National Pupil
Projections. Available: https://www.gov.uk/government/
collections/statistics-pupil-projections
School Workforce Census. Department for Education, School
Workforce in England. Available: https://www.gov.uk/government/
collections/statistics-school-workforce
Data by subject accessed through DfE experimental analysis
tool. Available: https://department-for-education.shinyapps.io/
turnover-and-retention-grids/
Teacher Supply Model. Department for Education. Available:
https://www.gov.uk/government/statistics/teacher-supply-model
-2017-to-2018
ITT Census. Department for Education, Initial Teacher Training –
trainee census numbers in England. Available: https://www.gov.uk/
government/statistics/initial-teacher-training-trainee-number
-census-2018-to-2019
Labour Force Survey. Office for National Statistics. Quarterly
household employment survey. Available: https://beta.
ukdataservice.ac.uk/datacatalogue/series/series?id=2000026
Understanding Society. University of Essex. Institute for Social
and Economic Research, NatCen Social Research, Kantar Public.
(2018). Understanding Society: Waves 1-8, 2009-2017 and
Harmonised BHPS: Waves 1-18, 1991-2009. [data collection]. 11th
Edition. UK Data Service. SN: 6614, http://doi.org/10.5255/UKDA
-SN-6614-12
Data and
methodology
appendix
13. Page 13
Teacher labour market measures
Demand for teachers. Source: Pupil projections, School Workforce
Census and Teacher Supply Model (TSM). Change in the number
of pupils and teachers in the state school sector by phase,
compared to the level in 2010/11. Pupil projections show current
forecasts of pupil numbers in the future: primary projections are
based on assumptions about birth rates. Forecast of teachers
needed from the TSM: the model assumes that, for an increase
in the pupil population of 1 per cent, the pupil:teacher ratio will
increase by 0.5 percentage points for the primary phase and 0.6
percentage points for the secondary phase.
Entry into teaching. Source: ITT Census and Teacher Supply
Model. Number of postgraduate teacher training entries by phase
and the target number of teacher trainees required to meet
teacher demand. Note: Teach First is included in ITT census and
targets from 2015/16.
Teacher retention. Source: School Workforce Census. The rate of
teachers leaving the state sector by phase. This includes working-
age teachers leaving teaching in the state sector and retiring
teachers. However, teachers who are counted as having left could
still be teaching in another country, in further education or in the
independent sector.
Teacher shortages. Source: School Workforce Census. The
number of teacher vacancies and temporarily-filled posts by
phase, as a proportion of all teaching posts. It is an imperfect
proxy for teacher shortages. Having an open vacancy or a
temporarily-filled post in November (during the first term of the
school year, which is when the vacancy data is collected) may
be an indication of teaching roles that were not able to be filled
during the main recruitment round in the spring and summer.
However, there are cases where shortages may not show up in
vacancy data (e.g. if school leaders reluctantly fill a post with a
teacher they regard as less than ideal) and other cases where
vacancies may not necessarily indicate a shortage (e.g. filling a
non-critical need, such as a secondary school looking to hire a
teacher for a future additional course offer).
Returners to teaching. Source: School Workforce Census. The
number of teachers returning to the state sector: starting a role
in the state sector, having previously held a role in a state sector
school. Limitations: recent data split by phase is not published by
DfE.
QTS for overseas-trained teachers. Source: ITT Census. Number
of Qualified Teacher Status awards to teachers trained overseas.
Limitations: the figure does not measure the number of teachers
gaining QTS by transfer and then entering teaching in the state
sector: this would be lower than the number of QTS awards. The
figures also do not include foreign nationals training within the
English ITT system.
Early-career retention rates. Source: School Workforce Census.
Proportion of teachers remaining in state-sector teaching after a
given number of years since first entering after gaining QTS.
Initial teacher training new entrants by subject. Source: ITT
Census. Number of secondary teacher trainees entering the state
sector by subject. Subject refers to the subject studied towards in
teacher training.
Working-age teacher leaving rates by subject. Source: School
Workforce Census. Number of secondary teachers leaving the
state sector by subject. Subject refers to the subject the teacher
teaches: where a teacher teachers more than one subject, they are
split proportionally between those subjects.
14. Page 14
Teacher working conditions
measures
Job satisfaction. Source: Understanding Society. Proportion
reporting a low level of job satisfaction, by wave: individual
responded ‘completely dissatisfied’, ‘mostly dissatisfied’ or
‘somewhat dissatisfied’ on seven-point scale.
Job-related stress. Source: Understanding Society. Proportion
reporting high levels of job-related stress, by wave: individual
responded ‘most of the time’ or ‘all the time’ to feeling tense and
worried about their job, on a five-point scale.
Teachers’ working hours. Source: Labour Force Survey. Average
number of reported working hours in a usual working week and
annualised working week (average across reported working hours
during the reference week – the week before the interview), by
academic year (July-June). Full-time employees only.
Teachers’ work-life balance. Source: Understanding Society.
Proportion reporting low levels of satisfaction with amount
of leisure time, by wave: individual responded ‘completely
dissatisfied’, ‘mostly dissatisfied’ or ‘somewhat dissatisfied’ on a
seven-point scale.
Teachers’ pay. Source: Labour Force Survey. Average and median
annual pay of full-time employees, by academic year (July-June).
Figures are in real terms: adjusted for inflation using the CPI and
reported in 2018 prices.
Teachers’ income satisfaction. Source: Understanding Society.
Proportion reporting low income satisfaction, by wave: individual
responded ‘completely dissatisfied’, ‘mostly dissatisfied’ or
‘somewhat dissatisfied’ on a seven-point scale.
Part-time and flexible working. Source: Labour Force Survey.
Proportion of full-time employees who would prefer to work fewer
hours, even if it meant less pay, by academic year (July-June).
Job security. Source: Understanding Society. Proportion reporting
job insecurity, by wave: individual responded ‘very likely to lose
job in the next year’ or ‘likely to lose job in the next year’ on a
four-point scale.
Definition of teachers in survey
datasets
In the Labour Force Survey and Understanding Society data, we
define our sample of teachers as teachers employed in England’s
state-funded schools. Specifically we define our sample as:
• Industry = “Primary education” or “General secondary
education”
• Occupation = “Primary and nursery education teaching
professionals” or “Secondary education teaching professionals”
or “Special needs education teaching professionals” or “Senior
professionals of educational establishments”
• Country of work = “England”
• Sector = “Public”.
15. Page 15
Methodology for identifying
‘similar professionals’
The aim of our analysis of teachers’ working conditions is
three-fold, to measure how:
1. teachers’ working conditions have changed over time
2. teachers’ working conditions compare to those in other
professions
3. the difference in working conditions between teachers and
other professionals has changed over time.
Comparing teachers to all employees in professional occupations
in a meaningful way is challenging because the two groups
are likely to differ in a number of important ways. They may
be different because people with different characteristics
or motivations select to go into different occupations. No
comparison of different occupations should therefore be
interpreted as the effect of entering that profession, although
working conditions, and employees’ perceptions of them, can be
influenced by entering that occupation rather than another.
We have aimed to improve the comparability of our analysis
as much as we can. Instead of comparing all teachers to all
employees in professional occupations, we derive a group
of professionals with similar characteristics to teachers. The
group includes professionals from the private and public sector,
including scientists, researchers, engineers, IT professionals, health
and nursing professionals, lawyers, accountants, statisticians,
economists, social workers, librarians, and journalists. We use
an identical methodology for our comparisons using the Labour
Force Survey (LFS) and Understanding Society (USoc) data.
First, we identify all individuals across all waves/years coded as
having a professional occupation according to their Standard
Occupational Classification (SOC) code. We use the SOC 2010
definition in the LFS. For the USoc data, SOC 2010 was not
available for early waves, so we amend the SOC 2000 codes to
match the definitions used in SOC 2010 as far as possible, for
consistency with the LFS. We remove those employed in the
wider education sector, and those employed outside England
from the ‘other professionals’ group.
Second, we re-weight the ‘other professionals’ group so that the
distribution of gender, age, region and highest qualification is the
same among the teachers and the group of ‘other professionals’.
We use a technique called entropy balancing, to re-weight the
‘other professionals’ group within each wave and derive a ‘similar
professionals’ group. We also separately derive a group of
‘full-time similar professionals’, which have similar characteristics
to full-time teachers.
This re-weighting approach does not remove all the underlying
differences in characteristics and motivations between teachers
and ‘other professionals’. However, it minimises the risk that
any observed differences in working conditions are driven by
differences in the distribution of gender, age, region and highest
qualification between the two groups.