By Anne D. Cockburn, Terry Haydn
Why is there a instructor scarcity? How can headteachers recruit and preserve solid teachers?As instructor scarcity turns into an ever higher challenge, headteachers and senior administration groups are searhing for more beneficial how one can allure and retain academics of their colleges. This ebook supplies important suggestion on find out how to do that and covers concerns such as:* younger people's occupation choice* making a choice on a primary educating task* maintaining curiosity within the occupation* Being a offer instructor and what members and others can do to reinforce the placement according to examine with teachers about why they educate and what draws them to the universities they train in, Recruiting and preserving academics could be precious to headteachers and senior managers in all colleges. it is going to even be of curiosity to schooling managers, schooling authority advisers and coverage makers.
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Extra resources for Recruiting and Retaining Teachers: Understanding Why Teachers Teach
As neither of these two factors appear in the undecided group’s top 10 factors of importance, this campaign may well have been flawed in its focus. (Kyriacou and Coulthard 2000: 123) This notwithstanding, some people are giving up highly lucrative jobs to take up careers in teaching, Increasingly, the profession is attracting a new kind of recruit: highﬂyers from cutting-edge industries, who a few years back would never ever have had schools on their radar. (Wilce 2002: 4) The above article describes Carla, an IT consultant, who had been earning £70,000 a year.
If the government is serious about addressing the current problems of teacher supply and quality, it may have to make difficult choices between its desire to manage and assess educational outcomes from the centre and its ability to respond to evidence about teacher morale and job satisfaction. But in the meantime, what can schools do? School effect Both in terms of appointing and retaining staff and in the ways in which they run their schools, heads have to ‘play the hand they are dealt’, in the sense of making the best of what is available and working within a range of frameworks laid down by central government.
2002) ‘Who returns to teaching? The proﬁle and motivation of teacher returners’, in M. Johnson and J. Hallgarten (eds), From Victims to Agents of Change: The Future of the Teaching Profession, London: IPPR, 41–64. Pollard, A. (2001) ‘Possible consequences of strong constraints on teachers and pupils; some fuzzy generalisations from the PACE Project’, Research Intelligence, 75: 20–4. Posner, Y. and Tikly, C. (2002) ‘Teacher supply and retention in London: the case of mathematics’, in I. Menter, M.
Recruiting and Retaining Teachers: Understanding Why Teachers Teach by Anne D. Cockburn, Terry Haydn