Sharing Good Practice their current place of employment , coupled with the high demand for teachers in the UAE , made it easy for them to find an alternative job .
A number of teachers reported that they were extremely frustrated by a lack of transparency between , what was promised and offered to them , during an interview , through an offer letter or during contract negotiations . There was a feeling that what a teacher experienced , was very different from what was promised . This was mainly the case with regards to accommodation provided , and resulted in teachers having a negative start to their employment .
Schools Operating as a Business
The large majority of participants worked in schools that were profitmaking organisations , and a number of direct and indirect problems were cited by participants as a result of this . One of the main issues was that some decisions that were made , greatly conflicted with an individual ’ s philosophy of education , leading to professional identity tensions .
Another issue relating to the businesslike manner in which some schools operate , was the need to continually market and promote the school , a task that teachers didn ’ t feel that they had signed up for . Constantly staging pictures for social media , representing their school for open days or at marketing events and regularly being reminded about the necessity of increasing student numbers , was the main frustration for participants .
of loyalty and commitment towards the school . It , therefore , comes as no surprise , that those teachers working at non-for-profit schools reported higher levels of job satisfaction .
Wellbeing
Schools and school leaders who prioritise staff wellbeing were more likely to have higher retention rates . Successful schools with high retention rates often had a wellbeing committee which ; reviewed staff incentives , planned events and played an integral role in ensuring that staff members had their wellbeing cared for .
A range of strategies was employed by schools to promote the wellbeing of their staff , including wellbeing weeks throughout the year ; a random act of kindness gesture and wellbeing packs distributed . Wellbeing weeks , with earlier finishes from school , were particularly effective when carefully planned around the school ’ s strategic calendar during busy periods of the academic year , such as after report deadlines or parents ’ evenings . Those teachers who reported that they moved to the UAE for a better worklife balance were more likely to leave a school for another school if they felt that this balance was uneven .
The Importance of Coping Strategies
After a range of factors affecting teacher retention had been highlighted , the next most important factor is directly linked to the coping strategies of each teacher . Those teachers who had a strong support network , both in and out of school , were much better at coping with and dealing with workplace frustrations .
A common theme amongst teachers with effective coping strategies was the network of friends and peers from outside of their place of work . Those teachers who admitted to struggling to cope with the demands of work regularly reported that they socialised with people that they work with . Those who stated that they manage to ‘ switch off ’ from work , all had a range of hobbies and interests , usually sporting in nature and socialised with other people outside of their workplace or the teaching profession .
Ultimately , for school leaders , it is evident that retention starts with recruitment . Recruiting the right people who fit your school profile , share your philosophy for education and want to work at your school for the right reasons is going to improve longevity . Being transparent with them during the interview phase and providing them with a thorough induction period whilst supporting them throughout their employment is more likely to lead them to renew a contract .
A number of teachers felt a lack of confidence that their jobs were safe due to cost-cutting measures being enforced at their school . Some reported a large increase in their class sizes to improve profit and revenue . This , along with a lack of a teaching union offering protection and support , led to feelings of instability .
All of the aforementioned ultimately led to teachers feeling resentment towards the business owners and a lack
Phil Yates ( BA , MSc , NPQSL ) is the Head of Primary at Al Rabeeh Academy in Abu Dhabi having been a school leader in the UAE for 8 years .
https :// www . linkedin . com / in / phil-yates /
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