Teacher Retention: Where did we go wrong?

Throughout my teaching career, I've had the unique opportunity to teach digital skills across a broad spectrum of educational levels—primary, secondary, college, and now university. This rare insight has allowed me to witness the entire educational journey of young learners, from the age of 5 as they begin school to 18 as they make crucial decisions about their future and enter the job market. A recurring theme I've noticed, especially among my tech students, is that when asked what they want to do after completing their courses, the answer is almost always, "I want to work in industry." Very rarely does anyone say, "I want to go into teaching."

I understand this response all too well. Faced with a similar choice early in my career, I could have pursued a path in network engineering or any other tech-based role in the industry. However, I chose to become an IT teacher because I saw people like me earning a decent wage while making a difference. Over the years, though, the public perception of teaching has been on a tumultuous journey, marked by periods of admiration and appreciation but also moments of disillusionment and devaluation.

The Pre-Pandemic Exodus

Before the pandemic, teaching faced a severe retention crisis. Many talented educators were leaving the profession, worn down by excessive workloads, administrative demands, and a lack of genuine support. Teachers were often caught in a cycle of trying to appease Senior Leadership Teams (SLT) and meet Ofsted requirements rather than focusing on their own professional growth and the joy of teaching. The profession's value seemed to be measured not by the quality of learning or the impact on students' lives but by rigid standards and targets that often felt disconnected from the real work of education.

In fact, according to the Department for Education, one in three teachers left the profession within five years of qualifying. The excessive workload was a significant factor. A 2019 survey revealed that teachers in England were working an average of 49.5 hours per week, with a substantial portion of that time spent on administrative tasks rather than teaching.

In this climate, some of the most skilled teachers were lured away by industry roles offering better pay, work-life balance, and professional recognition. Others left for leadership roles in academies, joined edtech companies, or even set up their own enterprises. The constant pressure to be "outstanding"—a designation often based on superficial metrics—left little room for teachers to experiment with pedagogy, engage in meaningful professional development, or simply enjoy the craft of teaching. Burnout became common, and with each departure, the revolving door of teacher turnover spun faster, opening gaps that were increasingly filled by non-qualified or inexperienced educators.

Pandemic Praise and Post-Pandemic Disillusionment

During the pandemic, the narrative around teaching shifted dramatically. Educators were suddenly seen as national heroes, praised for their adaptability, dedication, and resilience in the face of unprecedented challenges. Teachers went above and beyond, often providing not just academic instruction but emotional support, stability, and a sense of normalcy for students and their families. For a brief moment, society recognised that teachers are much more than people who stand at the front of a classroom—they are the backbone of communities, nurturing the holistic development of children.

However, this newfound respect was short-lived. As schools reopened, teachers sought fair compensation and recognition for their efforts through strikes and negotiations, which quickly soured public perception. Instead of being celebrated, teachers were criticised and blamed for disrupting students' learning, despite the fact that many of these disruptions were symptoms of deeper systemic issues rather than the fault of the educators themselves.

The Shocking Reality of Pressure in Schools

The tragic suicide of headteacher Ruth Perry in early 2023 after her school received the lowest possible Ofsted rating brought to light the extreme pressures school leaders face. This heartbreaking incident was not just a personal tragedy but a stark reminder of the toxic environment that can permeate the education sector. It underscored the immense stress placed on teachers and school leaders to meet often unrealistic standards, with little regard for their mental health or the broader implications for school communities.

These pressures force many teachers to ask themselves: Is it worth it? Is this profession worth sacrificing my health, my time with family, my mental well-being, and ultimately, my sense of self? For many, the answer is increasingly "no," contributing to the relentless turnover and a growing recruitment crisis.

Reimagining the Future of Teaching

As someone still committed to the profession, I firmly believe teaching is one of the most impactful and rewarding careers in the world. However, we cannot ignore the fact that the current system is unsustainable. To retain talented educators and attract new ones, we need a fundamental shift in how we view, support, and value teachers. So, what does a utopian vision for teaching look like?

Bringing Back Advanced Skill Teachers Award

We need to reinstate programs like the Advanced Skill Teachers (AST) Award, which recognised and rewarded teachers who demonstrated exceptional classroom practice. ASTs were given opportunities to lead professional development, mentor colleagues, and contribute to school improvement—all while remaining in the classroom. By bringing back such initiatives, we can provide a career pathway that allows teachers to advance and be acknowledged for their expertise without having to move into administrative roles.

Creating Pathways in Leadership and Specialism

While pathways to Senior Leadership Teams (SLT) and headship roles are important, we must also offer routes that value specialism and expertise in subject areas, pedagogy, and innovation. This means developing roles like:

• Teacher Practitioner: Experts who model outstanding teaching practices and support colleagues in honing their craft.

• Teacher Researcher: Educators who engage in research to inform teaching methods and contribute to the academic community.

• Teacher Expert: Specialists who drive innovation, curriculum development, and subject mastery, advancing the profession from within the classroom.

By providing these pathways, we acknowledge that leadership in education doesn't solely mean managing others but can also mean leading in knowledge and practice.

Supportive Leadership and Policy

School leaders and policymakers must foster environments where teachers feel valued and heard. This includes:

• Encouraging Teacher Voice: Involving teachers in decision-making processes at all levels, ensuring their expertise informs policies and practices.
  

• Prioritising Well-being: Implementing policies that address workload, provide mental health support, and promote work-life balance.
  

• Investing in Professional Development: Allocating resources for continuous learning and advancement opportunities.
  

Government Commitment to Education

The government must recognise the crucial role teachers play in society by:

• Providing Competitive Compensation: Adjusting salaries to reflect the importance of the profession and the expertise required.

• Reforming Accountability Measures: Moving away from punitive inspection regimes to supportive frameworks that promote growth.

• Investing in Education Technology: Supporting the integration of edtech and other technologies to enhance teaching and learning.
  

The Way Forward

The revolving door of teacher retention will not slow down unless we make these changes. It’s time to reimagine the future of teaching as a profession that values specialisation, innovation, and teacher empowerment. We need to create an environment where teachers can develop their expertise, be recognised for their contributions, and have a genuine voice in shaping education.

By embracing these changes, we can ensure that teachers are not just surviving but thriving—energised by their work and inspired to make a difference every day. This, in turn, will attract the next generation of passionate educators to the classroom.

"My Teaching Routine" book takes you on a journey. It's not a linear book or one with a fixed narrative sequence which requires you to start at the beginning. The book takes you through different phases of the classroom and gets you to think about each stage and process."