According to a government advisor, a shortage of teachers will lead to children receiving an inferior education from comparably less qualified instructors who will teach fewer subjects in larger classes. As a recent university graduate, I am unsurprised by this news. There are no genuine incentives in place to encourage gifted students to pursue a career in teaching anymore.
In 2011, I began my university application, motivated by my inspiring A-Level English literature teacher. I was positive that becoming a teacher was my calling and that I would study English and subsequently gain a PGCE.
However, studying at university for three years and gaining life experience completely altered my perspective. My time spent as a classroom assistant and the continuous conflict between teaching unions and the government demotivated me and steered me away from teaching.
In the second year of my degree, I worked as a volunteer at a local school that addressed the needs of children with special educational requirements. The students exhibited a fantastic attitude towards learning, and the staff was remarkably dedicated to providing each child with the best possible chance to improve and flourish.
One afternoon, a classroom assistant shared the news that the school had recently offered some members of their teaching staff voluntary redundancy. What was once a thriving and well-organised establishment suddenly became a very unpleasant working environment.
The teaching staff with whom I worked were doing an outstanding job under strenuous conditions, and yet, they were unexpectedly shown the door. This negatively impacted the morale of the remaining staff and left them feeling doubtful about their own future and prospects.
The way in which this situation was handled and the uncertainty it created dissuaded me from becoming a teacher. When I was a student, I believed that teaching was an inherently safe career choice. However, in this particular school, there was no job security available.
Ieuan Smith, who once considered obtaining a PGCE, suggests that students no longer see teaching as their best career choice; instead, Smith chose a master’s course in politics. He believes that society does not value the profession as much as it should and that teaching is often seen as a career of last resort.
Rebecca Grunill, a PGCE student at Keele University and recent graduate, does not find the frequent criticisms and unrealistic demands placed on teachers off-putting. However, Grunill believes that these factors discourage others from entering the profession. She claims that teachers are constantly scrutinised by the media and parents and compelled to meet exceedingly high expectations, resulting in a great deal of pressure.
Grunill is passionate about teaching and desires to inspire children the way her literature teacher once inspired her. She recognises the good and bad aspects of every career and wishes to focus on the positives.
Due to the less than desirable perception of teachers in society and criticism from the media, students find it challenging to feel content in their teaching roles. As a result, approximately 40% of teachers leave their jobs less than a year after completing their training, presenting a significant challenge to the education sector in the years to come.
Graduates seek respect and appreciation in their chosen careers, which they believe can be better achieved in alternative postions outside of education. Until the teaching profession undergoes fundamental changes to encourage capable and full of potential candidates to consider teaching, the classrooms will continue to operate with less qualified educators.
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