Teacher shortages are a growing concern, particularly in schools with high numbers of disadvantaged students. These schools often struggle to attract and retain teachers, leading to higher turnover, less qualified staff, and fewer experienced teachers. But why do these challenges persist, and what do teachers really look for in a school?
Recent research sheds light on this complex issue, revealing a significant gap between what teachers say they prefer and their true feelings.
The Role of Social Desirability Bias
When asked directly, 25% of teachers admitted they would prefer not to work in high-FSM schools. However, this figure doesn’t tell the whole story. Social desirability bias—a tendency to answer questions in a way that reflects how we want to be seen rather than what we really think—plays a significant role in shaping responses.
To dig deeper, researchers used the Unmatched Count Technique (UCT). This method allows respondents to answer sensitive questions indirectly, preserving anonymity and reducing the influence of social desirability bias.
Here’s how it works: teachers are presented with lists of statements and asked how many they agree with without specifying which ones. Some lists include a sensitive statement, such as, “I would prefer not to work in a school with high FSM levels,” while others do not.
Researchers can estimate how many teachers agree with the sensitive statement by comparing the average number of agreed statements across groups.
What the Findings Reveal
Using this method, researchers uncovered a more candid picture:
Unwillingness to work in high-FSM schools: While 25% admitted hesitance directly, UCT revealed the true figure was closer to 30%.
Perceived value: When asked directly, only 21% of teachers felt they would be of less value in high-FSM schools. This number jumped to 32% when assessed indirectly.
These differences highlight the challenges schools face in recruiting teachers willing—and confident—to work in disadvantaged areas.
What Do Teachers Want in a School?
So, if not schools with high numbers of disadvantaged pupils, what kind of environments are teachers seeking? Commonly cited preferences include:
Supportive staff culture: Teachers value a collaborative team environment where they feel supported.
Work-life balance: Managing workload and maintaining a healthy balance is critical for teacher retention.
Professional growth: Opportunities for training, career development, and mentorship are essential.
Parental engagement: Many teachers thrive in schools where parents and guardians actively support their children’s education.
These factors often align more closely with low-FSM schools, which may explain why they attract more experienced teachers.
Addressing the Recruitment Challenge
The findings highlight a need for targeted strategies to attract teachers to high-FSM schools. These might include:
Incentives: Offering financial benefits or career advancement opportunities.
Tailored support: Providing additional resources, training, and mentoring for teachers in disadvantaged schools.
Reputation building: Showcasing success stories and positive experiences from teachers in high-FSM schools.
By understanding what teachers truly value, education leaders can create environments where every teacher—and student—can thrive.
Are these challenges familiar in your school? What strategies do you think could help? Let’s continue the conversation.