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- Students. Of all the things teachers worry about, this is probably the top priority. Teachers are concerned about the welfare and education of their students.
- The quality of their teaching. Teachers spend most of their day delivering lessons and working with students, of course. If I were reading this and didn’t see a section for teaching, I would think it had slipped the writer’s mind.
- The challenges and potential of assessment. Assessment is a big topic today, especially since the onset of standardized testing. There are four types of assessment
- Managing their classroom and engaging students. Because if you can’t do this, nothing else matters.
Rather than relieving these pupils of this, teachers sometimes do well to remind them that working hard, especially enduring times when things are difficult, is all part of the learning experience. Also, teaching students to delay gratification, to wait for the good part, is an invaluable lesson at any time in life, and a key skill we learned in our first few weeks and months of life.
- Introduction
- Context of The Results
- Executive Summary
- Findings
- Recommendations
- What Ofsted Is Doing
According to the UK’s Health and Safety Executive, teaching staff and education professionals report the highest rates of work-related stress, depression and anxiety in Britain. It came as no surprise, then, that when Ofsted asked teachers to contribute ideas for our research programme, teachers overwhelmingly wanted us to research teacher stress, ...
Well-being at work has been identified by scholars as one of the most important dimensions of an individual’s overall well-being, but also as a contributing factor to the economic growth of a country through its workforce. The International Labour Organization defines workplace well-being broadly as: This is reflected in the What Works Centre for W...
Teachers enjoy teaching and are positive about their workplace and colleagues, but they are disappointed by the profession. Our results show that teachers in both schools and further education and skills (FES) providers love their profession, overwhelmingly enjoy teaching, are generally very positive about their workplace and colleagues, and enjoy ...
Workload is high, affecting work–life balance
Working hours in schools and FES providers are long. Full-time school teachers reported working 51 hours on average during the given week, while senior leaders worked even longer, 57 hours on average. Our findings show that teachers spend less than a half of their time on teaching, while lesson planning, marking and administrative tasks take up a large part of their non-teaching time. Many respondents in both sectors do not have enough time to do the important aspects of their job. This is wh...
Staff perceive lack of resources as a problem that stops them from doing their job as well as they can
Shortages of human resources negatively impact on occupational well-being for several reasons: 1. they are seen to increase the already high workload 2. decrease the ability to carry out work effectively 3. result in staff taking on extra responsibilities outside of their area of expertise The lack of physical resources is also perceived to hinder instruction, such as: 1. shortage or inadequacy of instructional materials 2. computers for instruction 3. library materials 4. audio-visual resour...
Poor behaviour is a considerable source of low occupational well-being, and teachers do not always feel supported by senior leaders and parents with managing it
Pupils’ and students’ behaviour, such as low-level disruption in the classroom, absenteeism, intimidation or verbal abuse is often a negative influence on teachers’ well-being at work and will also impact on learning. Senior leaders are not always seen as providing sufficient support for managing pupils’ behaviour. According to many respondents, senior leaders do not work with teachers when it is necessary to solve discipline problems jointly and the issues are made worse by an inconsistent a...
For leaders
Fully support teachers to implement behaviour policies consistently and ensure that the overall school culture helps to optimise pupils’ behaviour. Our findings show that teachers experience a relatively high prevalence of poor behaviour in schools. They do not always feel fully supported by senior leaders (nor parents) in managing pupils’ misbehaviour. To reduce teachers’ workload leaders should familiarise themselves with the Department for Education (DfE)’s guidance to reduce workload in t...
For the Department of Education
Continue to spread the message that teaching is a highly valued and important occupation and to communicate the many positives of teaching. Encourage the production and take-up of high-quality curricular materials and textbooks so that teachers can spend less time on lesson planning, which takes up a large part of non-teaching time. Continue to reduce administration in schools and providers, and disseminate successful strategies. Ensure consistency between all DfE teams and agencies on elimin...
We added behaviour and attitudes as a separate judgement area in the EIF, to ensure that inspectors take full account of this area on inspection. We will ensure that under this framework behaviour is rigorously monitored. Staff well-being forms part of the leadership and management judgement in the EIF. We will ensure that inspectors take this into...
Aug 27, 2022 · The prevalence of anxiety did not change significantly during the COVID-19 pandemic, with most teachers (56.2%) reporting no change in their anxiety during the pandemic compared with before the pandemic, and only 4.9% of teachers reported an increase in anxiety levels from the baseline during the first week of the 2020–2021 school year .
- 10.3390/ijerph191710706
- 2022/09
- Students falling behind. Back at the start of the pandemic, teachers and parents alike were concerned about what kind of quality education could be provided on online platforms versus in-person classrooms.
- Behavioral challenges in the classroom. While academics were at the forefront of classroom concerns this past year, there are others quickly climbing up the polls.
- Adapting to technology. The sudden shift to virtual learning forced teachers to quickly adapt to new technologies. This transition has been challenging, especially for those who were not tech-savvy.
- Balancing work and personal life. Overwhelmingly, we have found that teachers are finding it increasingly difficult to maintain a healthy work-life balance.
Results. The results show that a high percentage of teachers have symptoms of stress, anxiety and depression. Women show significantly more symptoms of stress and anxiety than men, those who have children have more depressive symptoms than those who do not, and people with chronic pathology or those who live with others with chronic pathology have more stress, anxiety and depression.
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Oct 8, 2021 · 5. Peer-to-peer support. Students need to be able to lean on their peers, as well as their teachers, when dealing with school anxiety, says Clarkson. Some students may feel more comfortable talking to a friend than to a teacher or family member, and assigning a buddy or a mentor you know will be mature and helpful is key.
