Teacher recruitment and retention are separate issues – they need tackling in different ways

Source: ForeignAffairs4

Source: The Conversation – UK – By Emily MacLeod, Honorary Senior Research Fellow in Education, UCL

It is well known that more teachers are needed in England. A shortage of teachers affects young people’s attainment at school and puts pressure on the existing education workforce. There are two key reasons for this teacher shortage. Not enough people are signing up to become teachers, and too many teachers are leaving the profession each year.

Politicians often refer to the need to improve teacher recruitment and retention, putting both factors together. Underpinning this approach is an assumption that policies aimed at motivating people to stay in teaching – early-career bursaries, for instance – might simultaneously attract new teachers into the profession.

But my research with aspirant teachers indicates that the reasons teachers leave teaching are not the same as the reasons people choose not to become teachers. It makes sense, then, that these issues should be considered separately – and that they require different approaches to counter them.

My recent research used data from a research project that surveyed more than 47,000 young people over ten years. With colleagues, I used this data to examine children’s aspirations to become a teacher over time.

I found that one-third of young people surveyed by the project had an interest in teaching. This finding suggests that a far greater number of young people between the ages of 10 and 21 are interested in becoming a teacher than the number who actually end up becoming teachers.

In further research, I carried out interviews with 13 young people in England who wanted to become teachers. I followed them over 11 years, between the ages of ten and 22. All had expressed an interest or aspiration to become a teacher at least once during their education. This in-depth work is rare in education research and gives a unique insight into people’s pathways into and away from teaching.

By the time of their final interviews at age 22, six of the 13 aspirant teachers in the study had gone as far as applying to teacher education. But only three of the 13 aspirant teachers were actually in initial teacher education and actively pursuing a career in teaching.

The other ten were pursuing non-teaching careers and pathways. Two of those who applied to become science teachers had withdrawn their applications and instead chose to pursue different careers – one in scientific research and another in patent law. Another young person in the study had their application to become a science teacher rejected and chose not to apply again. At the time of my final interview with them this person had graduated from their science degree and was working as a cleaner while looking for other work opportunities.

My research explored why these young people had moved away from their ambition to become teachers. They didn’t mention the things that current and former teachers have said push them out of teaching: the profession’s high workload, stress and poor wellbeing.

Instead, they told me that they had changed their minds because they no longer saw teaching as a respected career, or they no longer viewed it as a “low-risk” career option – meaning that they no longer saw teaching as easy to access or a secure career option. Teaching no longer held status or safety.

Teaching’s lost status is demonstrated in the attitudes of the research participants who studied science at university. Almost all questioned the degree to which teaching was a highly educated profession compared with non-teaching careers in science. For instance, some reported that it would feel like “giving up” on science to become a teacher.

Most considered a postgraduate teaching qualification to be less valuable than a postgraduate science qualification such as a master’s degree in science. One said that becoming a science teacher would be “almost a waste of a science degree”.

The young people in the study who felt that teaching was no longer a safe career option found it to be more and more risky over time. For instance, one participant who had previously described teaching as “almost guaranteed work” which was “very secure, and very stable” decided against becoming a teacher after having their first initial teacher education application rejected.

Another participant who earlier considered teaching to be easy to access in their childhood turned away from teaching after realising that teaching required a degree. Because no one in their family had been to university, they did not feel that they could afford to take on the tuition fee costs of a degree and they instead chose to pursue a non-graduate career.

Recruitment and retention are separate

These findings demonstrate that while policies which focus on improving teacher workload and wellbeing might improve retention, they are unlikely to improve recruitment. Likewise, short-term financial incentives aimed at attracting more people into the career do not tackle the issues faced by people who are already teaching. Continuing to combine the issues of recruitment and retention may risk not improving either issue.

This issue is especially important because, while teacher shortages can have an impact on all young people, the negative effects are worse in schools serving disadvantaged communities, meaning that students receiving free school meals are worst hit.

My research with aspirant teachers suggests that highlighting the professional education required to become a teacher in England – and otherwise working to present teaching as a professional or high-status career – could improve recruitment. Politicians must also consider whether the costs associated with some teacher education routes could be deterring some aspirant teachers from pursuing a career in the classroom.

Emily MacLeod receives funding from the Economic and Social Research Council.

– ref. Teacher recruitment and retention are separate issues – they need tackling in different ways – https://theconversation.com/teacher-recruitment-and-retention-are-separate-issues-they-need-tackling-in-different-ways-267168