The subject of teachers’ pay and workload have been in the press today (Tuesday).
The National Foundation for Educational Research (NFER) commissioned analysis on the impact of pay and other incentives relating to teacher recruitment and retention.
In addition, survey findings commissioned by Teach First for its report ‘Ending Educational Inequality’ have been published.
Shreeve: Extra unwelcome pressure will grow
Commenting, Peter Shreeve, Assistant District Secretary of the National Education Union, said,
“Both these pieces of research highlight yet again reasons for the ongoing teacher recruitment and retention crisis – pay and workload.
“If these long running issues remain unresolved, extra unwelcome pressure will grow as the Isle of Wight enters its formal consultation to streamline primary schools.”
Shreeve: Little or no progress has been made
He went on to explain,
“NFER analysis finds, if teacher pay merely increases in line with average earnings, the Department for Education will continue to recruit barely half the required number of secondary trainees per year. By 2027/28, primary trainee teachers will drop to similar levels of shortfall.
“The Teach First report highlights workload is the reason so many leave. As staff leave, those remaining must work harder – a consequence of specialist support being decimated or simply unable to cope with demand.
“This is nothing new. A revolving door of education secretaries have expressed concern, but little or no progress has been made.”
Shreeve: Real progress has not yet been seen
Mr Shreeve added,
“A promise was made at the conclusion of last year’s pay dispute that real movement would be made.
“Real progress has not yet been seen.
- Secondary teacher recruitment in 2023/24 reached only half of its target. Applications for teacher training show slight improvement, not the significant improvement needed.
- Working hours increased substantially in 2022/23 compared to the previous year, driven in part by worsening pupil behaviour post pandemic.
“A crisis sustained by a government unwilling to act no matter the damage to learners or those teaching and supporting.”
