A Prospects Luminate survey questioned students and graduates about what puts them off teaching as a potential career - and what might attract more of them to the profession
Schools in England have been facing a teacher supply issue for some time, with research indicating that the overall number of teachers has been failing to keep pace with pupil numbers since 2011 - an issue which is most severe in secondary schools.1 In 2020, research from the Education Policy Institute (EPI) found that 'while pupil numbers in secondary schools in 2019 were the same as in 2007, teacher numbers fell by 7%'.2 Moreover, secondary school pupil numbers are projected to rise by 7% by the year 2026, meaning that pressures are likely to continue.
The inability of English schools to hit recruitment targets suggests that many graduates are reluctant to work within education. With this in mind, Prospects surveyed 197 of its users to find what puts them off from a career in education, as well as what actually attracts those who plan to become teachers.
Why the reluctance to teach?
,Reason given for not wanting to teach Challenging student behaviour,56 I wouldnt enjoy it,35 Heavy workload,31 Too much paperwork,22 I dont want to do a teacher training course,13 The pandemic put me off,9
52% of those surveyed said that they are not considering a career in teaching at all. Of those, just over half (51%) indicated that they have previously considered it as a career. We went on to ask what, if anything, has put them off a career in education. The top three reasons respondents gave were:
- challenging student behaviour
- a lack of enjoyment for the role
- the heavy workload that teachers have to deal with.
Similarly, respondents who indicated that they were previously considering teaching as a career said that they were put off by challenging student behaviour, a heavy workload and the amount of paperwork they would have to do as a teacher.
Furthermore, just under one in ten (9%) suggested that they were put off from a career in teaching by the pandemic. When asked how the pandemic put them off, they expressed a general sentiment that teachers haven't been treated well enough, or that they weren't well enough taken care of during the pandemic (e.g. low levels pay considering all the work that they do, as well as a lack of concern for their physical and mental wellbeing). They also felt that there was a lack of appreciation for the sacrifices and risks that they've taken by continuing to teach throughout the pandemic.
"It's too stressful and teachers are not properly taken care of in terms of their wellbeing. Nobody understands how hard teaching is and their mental health isn't even recognised."
One respondent who noted that they were working as a teaching assistant said that 'seeing the extra work we and teachers had to do with remote learning, constantly shifting exam setups, and children being unsettled meant that I couldn't see myself lasting without being burnt out in a year'.
| Better pay and benefits | 30% |
|---|---|
| Nothing | 24% |
| Not having to work outside of paid hours | 8% |
| Teaching older students (sixth-form and above) | 6% |
| Shorter study time/less requirements | 4% |
| Smaller class sizes | 4% |
| Holidays | 1% |
| Virtual teaching | 1% |
How can their minds be changed?
Just under a quarter said that nothing could make them consider a career in teaching, but 30% said that they would do so if teachers were better paid. In support, EPI research suggests that, although it is unlikely that there is a single cause or solution to the problem of recruiting and retaining teachers, pay levels are likely to be central - noting that maths and science subjects, where graduates can command higher salaries outside of teaching, are where the most acute shortages exist. On the other hand, shortages are not so acute in subjects such as arts, history and English where outside salaries are lower.3
In 2019, a plan to address the issue of teacher pay was announced by the government, announcing plans to raise the starting salary for a newly-qualified teachers outside of London from £24,373 to £30,000 by 2022/23 - a 23% increase. Additionally, although there has been no announcement as to whether or not they will continue, the government has been piloting the use of early-career payments as a means of encouraging teacher retention, with particular focus on maths, physics and chemistry teachers.4
What makes teaching attractive?
48% of respondents said that they were considering a career in teaching, and of those 38% said they would like to teach college, sixth form or university, 31% secondary, 13% primary and 7% early years.
| Helping to nurture kid's potentials (to impart knowledge - make a difference) | 75% |
|---|---|
| Rewarding | 15% |
| Working hours and holidays | 7% |
| Job security | 4% |
When asked what attracts them to the profession, 75% said that they are attracted by the prospect of helping to nurture kid's potential, while 15% said that it is a rewarding profession. One respondent said that 'the impact that you can make to students and the way you can influence their lives by teaching them not only the subject you are teaching, but also in other matters such as manners, respect, curiosity and socialising with others, having and opinion and respecting other's opinions'.
They were also asked whether the pandemic has made them more or less certain about a career in teaching, 20% said that it made them more certain while 23% said that it caused them to be less certain - the majority (57%) said that it had no effect at all. Interestingly, those who said that the pandemic has made them feel less certain about a career in teaching had similar reasons as to why they feel that way as those who previously indicated that the pandemic has put them off a career in teaching all together.
They said that the pandemic has made them less certain about a career in teaching because they are concerned about safety, with the pandemic still ongoing, some respondents aren't comfortable with putting themselves at risk, especially given the perceived lack of concern about their safety from the government.
"The pressure on teachers and their health makes me worry. As someone with low general health, it frightens me that I might be forced to choose between my overall health and the wellbeing of my students and their education."
There was also a feeling that teachers have been poorly treated throughout the pandemic, alluding to a lack of appreciation - not just from the general public but also from the media and the government, which raised concerns about mental health. Further, a few were worried about the state of the sector, saying that they were unsure if there would be any opportunities available.
However, with vacancies in education appearing to now be back to pre-pandemic levels, careers professionals must reassure students that this is not the case.5
Recent surge in ITT applicants
Although it is true the pandemic has served to put some people off a career in teaching, the 2020 recession has led to a sharp increase in initial teacher training (ITT) applicants. With teaching being perceived as a form of secure employment when unemployment is high, UCAS data indicates that that the overall number of teacher training applicants was 16% higher in 2020 than it was in 2019.6
However, the government needs to remain focused on ensuring that teaching remains an attractive profession to ensure that teacher supply issues don’t re-emerge once the economy has fully recovered.7
Notes
- Teacher recruitment and retention in England, House of Commons, 2021.
- Teacher shortages in England: Analysis and pay options, Education Policy Institute, 2020.
- Ibid.
- Teacher recruitment and retention in England, House of Commons, 2021.
- Online job advert estimates, Office for National Statistics, 2021.
- The Impact of Covid-19 on Initial Teacher Training, National Foundation for Educational Research, 2020.
- Ibid.
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