TTR0039

Written evidence submitted by Dr Joanne McDowell and Dr Elizabeth White, University of Hertfordshire

Our response focuses on the following points from the call:

  1. The current situation regarding teacher recruitment and retention
  2. What action should the Department take to address the challenges in teacher recruitment and retention?
  3.  How well does the current teacher training framework work to prepare new teachers and how could it be improved? 
  4. How well does the demographic makeup of the teaching workforce reflect that of the pupils they teach?

We draw on learning from three major studies we conducted over the past eight years investigating the problems of recruiting and retaining teachers who identify as male. In this report, for simplicity, we will use the terms men, women, male and female; however, we acknowledge that the reality is more nuanced than these terms allow.

If needed, we can provide references to the research which underpins this evidence summary.

 

 

  1. What are the main factors leading to difficulties recruiting and retaining qualified teachers? What particular challenges exist in teacher recruitment, training and retention for teachers from different demographic backgrounds? 

Gender roles in teaching are entrenched.

In Primary schools, teaching is viewed as a female role. Male teachers are often recruited to provide a male role model for male pupils. Men are expected to keep a stricter physical distance between themselves and pupils (usually on safeguarding grounds) and to be a disciplinarian. Male teachers are often expected to be the IT guru or sports coach. All this, regardless of their specific skills and interests.

Current recruitment initiatives attempt to attract men by promoting these ‘masculine’ aspects of the role. There is no empirical evidence to support the idea that traditional male role models are needed or helpful. Nor that only women can provide a safe, nurturing environment in Primary schools. Because of this gender stereotyping, men are often deterred from entering what society deems ‘women’s work’.

  1. What action should the Department take to address the challenges in teacher recruitment and retention?

National policy needs to address gender-related issues and redress the imbalance. This will benefit all teachers by allowing them to play to their personal strengths and ultimately improving education for our young people and children.

It is particularly important to address the issue of male teachers being viewed with suspicion, especially in primary schools. Schools should be expected to give all teachers the same rules for physical contact with pupils. Keeping in mind that a ‘no contact’ rule is detrimental to the well-being of many pupils and, therefore, not a solution. Headteachers and governors should be actively expected to put aside gender stereotypes when recruiting.

Senior teachers should be given the training to develop gender fairness policies and to tackle gender bias when it arises.

Mentors provide ‘on-the-job’ training for the first two years of a new teacher’s career. Training for mentors should include awareness of gender stereotyping and how it affects new teachers. New male teachers are more likely to stay in teaching if they discuss the gender issues of their role. For example, how it rubs up against gender stereotypes and how to handle that in a classroom situation.

Policymakers should construct policies to promote and assist schools in changing their culture.

  1. How does teacher training in England compare internationally, and what are the benefits and disadvantages of the English system?

The issue of recruiting and retaining male teachers is a worldwide phenomenon. Research on almost every continent tells the same story. By addressing this issue in partnership with schools, professional bodies, and organisations which advocate for gender equality, the UK can be the world leader in this field as well as providing our young people with a better balance of gender representation in their schools.

  1. How well does the demographic makeup of the teaching workforce reflect that of the pupils they teach?

In short, it does not. The U.K teaching workforce does not reflect the pupil make up in terms of neither gender nor ethnicity. This further negatively impacts male teacher recruitment in future generations as You can’t be what you can’t see. If pupils are only taught by women, they will not learn that this is an occupation that both women and men can perform equally well when they are competent teachers.  Furthermore, when male teachers are present, those forced to display hegemonic masculine behaviours only perpetuate gender stereotypes to children.

April 2023

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