Teachers willing to embrace tougher school moves
Half of teachers would consider a move to a tougher school, should it result in a promotion or reduced timetable hours, a new report suggests.
According to research from the Sutton Trust, titled the Recruitment gap, the majority of teachers would want evidence of an effective behaviour policy in operation at a school before thinking about a move.
Around four in five teachers said they would move to a school locally that was in special measures if the conditions for a switch were right.
Included in the report, developed by Teacher Tapp’s Dr Becky Allen and Laura McInerny, is a series of recommendations based on the views of 3,000 teachers.
The pair quizzed staff at both state-run and independent schools on ways of enhancing recruitment and retention in some of England’s disadvantaged communities.
Some 54% of teachers said there would need to be evidence of an effective behaviour policy before even considering a report, with the study noting that the only real cost to such a measure is the amount of senior management time required to implement it.
Just under half of the teachers (49%) said a ‘substantial promotion’ would be enough to convince them to move, at a potential cost to schools of £5,000 or more.
Meanwhile, 48% said they would think about a move for a 25% timetable reduction – a move that would cost in the region of £10,000 per teacher.
Methods of convincing teaching staff to move
One of the major recommendations to come from the report was that ministers should consider the possibility of getting teachers who receive significant bursaries to teach in disadvantaged locations and schools.
A reform to bursary payments was included in the Department for Education’s recruitment and retention strategy, with plans to phase bursaries and to reward those who teach is what is perceived to be tougher surroundings.
The report also notes that there are several “other low-cost perks that schools could also offer, including lower marking loads, quality training opportunities and mentoring”.
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