80% of new teachers in 2005 were still teaching after their first year. In 2015 that has shrunk to just 62%, coupled with record numbers leaving mid career. In the intervening period, we’ve seen successive governments seek to transform schooling in a way that has left the “profession monitored to within an inch of its life”: increasingly teaching can’t retain its new recruits and given 76% of new teachers report having considered leaving the profession, it’s possible the retention rate will continue to collapse over time.
Can you blame them? David Cameron recently pronounced that “if you’re not good or outstanding, you have to change” and that “If you can’t do it yourself, you have to let experts come in and help you” – with ‘good or outstanding’ constituted through the unreliable judgements of an audit regime utterly disconnected from the realities of teaching. The result is a ratcheting up of situational demands amidst a climate of fear, leaving teachers drowning in assessment, terrified of negative assessments and increasingly prone to illness, as a recent survey found:
- 83% had reported workplace stress.
- 67% said their job has adversely impacted their mental or physical health
- Almost half of the three thousand respondents reported they had seen a doctor because of work-related mental or physical health problems
- 5% had been hospitalised, and
- 2% said they had self-harmed.
This has produced a situation which the general secretary of the ATL describes as teaching having become “incompatible with normal life”. This is what audit regimes do when they’re pursued as an instrument of workplace control. How far behind is higher education? Will the greater sunk costs of newly qualified PhDs preclude a mass exodus from the profession? The analogy is far from perfect, not least of all because of the much lower ratio of available jobs to newly qualified academics, but there seems to be a similar direction of travel in both professions.