In recent years, the teaching profession has faced an unprecedented crisis, with alarming rates of teacher shortages and high turnover rates across the globe. As the demands on educators continue to escalate, fuelled by rigorous accountability measures and ever-increasing regulatory requirements, a critical question arises: Has the relentless pursuit of quality inadvertently undermined the very foundation of teaching as a career?
Recent studies have highlighted the detrimental impact of excessive workloads and mounting accountability pressures on teachers鈥 mental health and job satisfaction. A report by the Education Support Partnership (2021) revealed that a staggering 77% of teachers in the UK experienced mental health issues due to their work, with workload being cited as the primary cause. Similarly, a study by the National Foundation for Educational Research (NFER, 2022) found that nearly one-third of teachers in England were considering leaving the profession within the next five years, citing excessive workload and accountability pressures as significant contributing factors. High-stakes accountability measures, such as Ofsted inspections, are seen to impact on teacher morale and retention. A report for the National Education Union by researchers at UCL (2023) revealed that the intense pressure associated with Ofsted inspections often leads to increased stress levels, burnout, and a narrowing of the curriculum, ultimately undermining the very quality of education these measures aim to promote.
This panel discussion provoked and challenged, shed light on the complex interplay between regulatory body expectations and school-based teacher and school leader experience.聽 Drawing upon the latest research findings, this academic discourse aimed to unravel the intricate dynamics at play and explored potential solutions to this multifaceted challenge.
Attendees gained valuable insights into the following key areas:
- The Impact of Accountability Measures: Examining the unintended consequences of high-stakes inspections and regulatory frameworks on teacher morale, job satisfaction, and retention rates.
- Redefining Quality: Exploring alternative approaches to quality assurance that prioritise teacher well-being, professional development, and re-establish teaching as a graduate career of choice.
- Policy Implications: Discussing potential policy reforms and strategies to address the teacher recruitment and retention crisis.
As the teaching profession navigates these challenging times, the 鈥淗as Quality Killed Teaching?鈥 panel discussion promised to be a thought-provoking and insightful exploration of one of the most pressing issues facing the education sector today.
Programme:
| 09:00 |
Welcome & Introduction |
| 09:10 | Panel Discussion Tanya Ovenden-Hope, Plymouth Marjon University Jo Lampert, Monash University Larissa McClean-Davies, University of Melbourne Amy McPherson, University of Newcastle, Australia Clare Brooks, University of Cambridge Beng Huat-See, University of Birmingham |
| 09:50 | Summary |
| 10:00 | Event Close |