It’s that time of year again where we must address the elephant in the room: Staff turnover – the pain point that continues to plague education. For many schools, mid-year presents anticipation of school holidays, signifying rest and relaxation for some. But for some of the educational leaders we’ve met over the past month, it’s a time of angst and stress. A time of recruitment, planning for the new term, inductions for new staff and the busyness of new and existing contractual obligations which can also bear a financial strain on organisations.
Perhaps you’re in a position where your school or nursery has achieved the ‘low staff turnover’ status – and kudos to your organisation if so. But for many others, this is not the case, and they contribute to the alarming statistic that teacher turnover and transience is at an all time high across the globe.
It’s not news that teacher burnout is a growing concern in the education sector, affecting both educators and students alike. The intense pressures of teaching, coupled with limited resources and lack of professional support have led many educators to feel overwhelmed and exhausted. A recent study conducted in the United States found that 44% of teachers in K-12 school report often or always feeling burnout and 90% of teachers claim that feeling burnt out is a serious problem (Peck, 2024). The African education system is no stranger to teacher burnout and a shortage of educators, with Nigeria’s teacher shortage sitting at 194, 876 teachers in public primary schools alone (UBEC National Personnel Audit, 2023). More worryingly, a lack of appropriate facilities and resources also repels teaching as a profession worth entering in Nigeria (UBEC National Personnel Audit, 2023).
But here’s the thing. If leaders and organisation owners opt to turn a blind eye to the root cause of turnover, the problem will never be solved. And the research continues to point to a lack of wellbeing, in its many forms, as the contributing factor. Each year we hear fantastic plans for an increase in resource budgets, facility upgrades and an investment in technology, but there continues to be little focus on investing in the wellbeing of our staff. Retention, talent management and organisational culture should be at the forefront of every agenda.
So, where must educational policymakers and leaders focus their attention to combat the never ending teacher exodus issue? The good news is that through talent management and strategic professional development, there is hope. Current research reveals how purposeful, meaningful development and growth of existing staff talent can play a pivotal role in addressing these issues.
One of the most effective solutions to lowering the teacher turnover rate and to increasing retention is professional development. Investing in high quality and tailored professional development demonstrates to teachers that they are valued as professionals. This also ensures that the school environment builds a culture of valuing life-long learners. Let’s take a look at the key components of impactful professional development.
Empowerment through Learning: PD opportunities allow teachers to stay updated with the latest teaching strategies, technologies, and classroom management techniques. Most importantly PD should develop educators’ knowledge, build their skills, and improve their mindsets (Guskey, 2002). It is vital that educators are kept up to date with the newest research on learning and the most effective instructional practices. This continuous learning process helps them feel more confident and capable in their roles as educators and directly impacts students’ learning.
Building a Supportive Community: Engaging in PD workshops and seminars fosters a sense of community among educators. Sharing experiences, challenges, and solutions with peers can provide much-needed emotional support and reduce feelings of isolation. Educators should be viewed as assets and leaders should tap into the knowledge, experiences, and skills that these educators bring to the PD. Using an asset-based approach to PD can provide educators with an opportunity to rely on each other for support. When planning PD opportunities for educators, leaders should understand the needs of their teachers as well as strengths. Leaders must encourage educators with certain strengths to mentor and model their instructional practices for their fellow colleagues. This approach ensures that leaders are utilizing the knowledge and skills that educators bring to the school.
Provide a clear Theory of Change: Leaders should be explicit about how this PD is going to bring about positive lasting change to the teachers and students. Educational leaders must identify the factors that motivate their educators and be well versed in the obstacles that might prevent change from happening. Teachers want clear, actionable, and easy to implement strategies that they can take into their classroom and apply the next day. Research has shown that the most effective types of professional development are the ones that provide teachers with the direct skills they will need to implement the strategies into their classrooms. Once teachers implement the strategies and experience first-hand the benefits of increased student engagement and student learning their mindsets start to shift (Guskey, 2002).
Professional Development is Sustainable: To truly support our educators, schools and students must invest in comprehensive, ongoing professional development. A one time approach is not effective. School leaders need to be well versed in how to look out for “implementation dips” and resistance from educators in incorporating the best practices into their instructional practice (Kirsten, 2019). Leaders must be strategic in how they plan the topics as well as the frequency of the professional development for their educators. The professional development plan must track teachers as well as students’ progress throughout the school year and use classroom observations and student data as metrics for determining the success of the PD plan. By doing so, we can create a sustainable teaching environment that nurtures both educators and students, ensuring a brighter future for all.
_______________________________ Stephanie Martin Hailing from South Africa and Australia, Stephanie is the co-founder of Edvance Education Consultants and has over 10 years of experience as an educator and thought leader in the education profession - both in Australian and international school systems. As an educator in universities and schools, Stephanie focuses on building and sustaining high quality pedagogical practices to enhance teaching and learning, as well assisting organisations to implement assessment methods that foster 21st century skills. Stephanie is a published co-author, researcher and a dynamic keynote speaker. Dr Afnan Boutrid Dr Afnan Boutrid (Ed.D), an AlgerianAmerican is the co-founder of Edvance Education Consultants and a practising Assistant Professor in academia with a wealth of experience in the education profession, both in the United States and Middle East region. Afnan specialises in curriculum design, assessment and culturally responsive teaching practices and is an active researcher, lead author and lecturer in Dubai, UAE. As a thriving researcher, Afnan believes in the power of bridging the gap between theory and practice, ultimately bringing change and empowerment to the field of education. @edvanceconsultants info@edvanceconsultants.com.
EduTimes Africa, a product of Education Times Africa, is a magazine publication that aims to lend its support to close the yawning gap in Africa's educational development.
