Work burden and an enhanced balance between professional and personal life are the key factors that contribute to why teachers consider exiting the teaching profession within 10 years, reveals a survey consisting of 1,200 teachers. The quality, not the amount of the workload, with its importance on liability and performance, was the vital contributing factor.
Between 40% and 50% of the applicants of the survey had left or been already contemplating parting from the occupation within 10 years of beginning their teacher training in spite of the bulk of respondents, about 75%, regarding teaching as their long-term profession. Those who like teaching are dedicated to the career and but that commitment is still, somehow, damaged and worn-out in a very small span of time.
The UCL Institute of Education graduates were questioned what originally encouraged them towards teaching, primarily, and also why they considered leaving the career or if they may, in the coming future.
The main factors behind wanting to teach were to ‘make a difference’ (69%), to work with youngsters , and love for their subject but the study found that when they did begin teaching, the reality of everyday life as a teacher eroded their passion.
Those who had already left the profession, the causes presented were to make better the balance between work and personal life, said 75%, work burden, according to 71%, and the objective-driven culture, said 57%. In spite of stating how they were aware of the difficulties of workload prior to entering the profession, survey takers discovered the reality of teaching to be poorer than they anticipated, with their work gradually directed towards tests, progress calculations and training for reviews/inspections, and further away from the more creative side of the profession.
“The general response from government is that teaching will be improved by reducing workload, removing unnecessary tasks and increasing pay. This may help, and our study does continue the discourse that workload is key. However, it also indicates that part of the problem lies within the culture of teaching, the constant scrutiny, the need to perform, and hyper-critical management. Reducing workload will not address these cultural issues.”