Abstract
This chapter provides a data-based overview of teacher recruitment and supply in publicly funded schools in England at different points of teachers’ careers. Following a short introduction to the composition of the current teaching workforce, it proceeds to discuss recruitment into teacher training and retention rates of newly qualified teachers, focussing on subsequent shortages which may lead to recruitment difficulties in middle management teams of schools. Drawing on a unique longitudinal collection of leadership recruitment information and additional surveys, the final part of the chapter highlights recruitment patterns and discusses various factors that may impact school leadership recruitment.
Zusammenfassung
Dieser Beitrag bietet eine datenbasierte Übersicht zur Einstellungspraxis und zur Versorgung öffentlich finanzierter Schulen mit Lehrkräften in England. Nach einer kurzen Einführung in die strukturelle Zusammensetzung der Lehrerschaft in England widmen sich die nachfolgenden Ausführungen Fragen der Rekrutierung von Studierenden in Lehrerausbildungsprogramme, der Rekrutierung in die erste Anstellung als qualifizierte Lehrkraft sowie dem Verbleib von qualifizierten Lehrkräften im Beruf. Dabei gehen die Betrachtungen auch auf den Aspekt des zukünftigen Bedarfs an Personal im mittleren Schulmanagement und hiermit verbundener Problemlagenein. Basierend auf einer bemerkenswerten Sammlung von Langzeitdaten sowie weiterem empirischen Datenmaterial werden schließlich Rekrutierungsmuster diskutiert und verschiedene Faktoren, die sich auf die Rekrutierung insbesondere von schulischem Führungspersonal auswirken können.
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Notes
- 1.
There are currently 7.5 m pupils in the state primary, secondary and special schools in the country (DfE 2012a).
- 2.
From 2012 onwards, new routes into teaching will be available in England (DfE 2012b; see also Howson; Burstow, both in this volume).
- 3.
In 2000, recruitment incentives, including financial packages were introduced to encourage students into teacher training, and in 2005 additional bursaries for shortage subjects (Mathematics, Sciences) became available (TDA 2007).
- 4.
Estimates showed that by June 2010 only 0.76 newly qualified mathematics teachers were available per post advertised (see Appendix).
- 5.
Five year retention rates for science and mathematics teachers published by the Royal Society in 2007 show that only half of the newly qualified physics teachers in a post in maintained schools in 1999, were still working in publicly funded schools 5 years on (see The Royal Society 2007).
- 6.
In England, most leadership positions are advertised by schools in national or regional papers or online.
- 7.
The grade of assistant head teacher was introduced in 2001 and taken up mainly by secondary schools where it became an additional step on the ladder to a headship and resulted in fewer candidates moving through to headship in the next few years.
- 8.
And again under discussion in 2011.
- 9.
Salary ranges for teachers and school leaders are determined by, among other factors, the size of the school. There is limited room for additional payments for maintained schools covered by these pay conditions (STRB 2012).
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Appendix
Appendix
Trainees available per main scale teaching post advertised, by subject (June 2010).a
Subject | Trainees per post |
|---|---|
Art | 0.71 |
Citizenship | 3.58 |
English | 0.59 |
Geography | 1.07 |
History | 0.88 |
Mathematics | 0.76 |
Modern languages | 1.17 |
Music | 1.2 |
Physical education | 0.95 |
Religious education | 1.32 |
Science | 1.01 |
Technology | 0.87 |
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Sprigade, A. (2015). The Labour Market for Teachers in England: Teachers and Recruitment Difficulties in Schools. In: Kuhlee, D., van Buer, J., Winch, C. (eds) Governance in der Lehrerausbildung: Analysen aus England und Deutschland. Educational Governance, vol 27. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-05894-4_7
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