Recruitment and retention problems existed within the teaching sector before the COVID-19 pandemic, with an increasing number of teachers deciding to leave the profession for either early retirement, careers in other sectors, or for teaching jobs in other countries. However, the pandemic, and the period subsequent to it, have amplified the problems of a sector in crisis.
Aimee Quickfall and Phil Wood offer insights into a profession overburdened by central diktat and performance management, and a system which is inefficient, overbearing and in many cases responsible for poor mental health and unsustainable pressures. Through a consideration of teachers experiences both during and after the pandemic they outline a policy direction concerning the work of teachers and leaders which is necessary to reorientate the education system in England to one which encourages individuals to become teachers, and which sustains them in a supportive professional environment once they are there.
Transforming Teacher Work reflects on lessons learned during the COVID-19 pandemic to consider how we might renew and revitalise a failing system.
Chapter
1. Introduction
Section 1 The nature of the problem
Chapter
2. The nature of a(n ongoing) crisis
Chapter
3. International Experiences of Recruitment and Retention
Section 2 The Pandemic Experience in Englands Schools
Chapter
4. The pandemic timeline in English education
Chapter
5. Experiences of the Covid-19 Pandemic
Chapter
6. The Experiences of Newly Qualified Teachers During the Pandemic
Chapter
7. The stories of head teachers during the pandemic
Section 3 What can be done?
Chapter
8. Education in post-pandemic England
Chapter
9. So what should we do next?
Appendix A. Further Reading on Retention and Recruitment
Aimee Quickfall is Head of the School of Education at Leeds Trinity University, UK. Previously, Aimee was a primary teacher for 12 years, working in every year group from Nursery to Year 6.
Phil Wood is Professor of Education at Nottingham Trent University, UK researching the nature of change. Having initially taught geography and geology in secondary schools, Phil worked at University of Leicester as a teacher educator, acting for a period as the program leader for a Secondary PGCE.
