Secondary teachers would need a salary 13 per cent higher on average to consider applying for jobs in the most disadvantaged schools, a teacher recruitment study suggests.
The Education Endowment Foundation (EEF) says its findings highlight “the additional challenges disadvantaged schools face in attracting teachers to new roles”.
The says that raising salaries would be a more effective way of boosting teacher recruitment than other attempts by schools to make jobs attractive, such as providing more planning, preparation and assessment (PPA) time.
It comes after Vlog revealed that secondary teacher vacancies are at their lowest in five years, despite the fact that secondary teacher recruitment is still falling.
Applications to initial teacher training have risen by 10 per cent, but earlier this year the government cut its recruitment targets by 19 per cent.
What makes teacher jobs attractive?
The EEF study - part of a package of research and resources to support teacher recruitment and retention in England, published today - was led by Professor Becky Allen, chief analyst at Teacher Tapp, alongside Professor John Jerrim, Dr Sam Sims and Dr Burak Sonmez, of University College London; Loic Menzies, of the University of Cambridge; and Karen Wespieser and Iain Ford, of Teacher Tapp.
The research was aimed at understanding which job attributes make teaching roles more attractive to teachers and what salary or working conditions may encourage them to apply to more schools in disadvantaged areas.
The researchers surveyed 6,000 teachers across England to compare their responses to different job adverts. They used statistical analysis of teacher preferences to determine what is likely to have most impact.
The researchers developed a methodology to examine the decisions teachers make when considering moves to specific schools. By asking teachers to name a local school they might apply to, they estimated the salary uplift they required to make such a move.
The researchers found that “secondary schoolteachers would need, on average, a 13 per cent higher salary to consider working in schools serving the most disadvantaged communities”.
‘Uneven playing field’
Emily Yeomans, co-chief executive of the EEF, said the study shows that such schools “face an uneven playing field, even when it comes to competing for staff”.
She added: “These findings underline the importance of targeted, evidence-informed approaches to tackling teacher shortages, particularly for disadvantaged schools.”
The teachers surveyed most value concrete offers such as greater protected PPA time, smaller class sizes and free healthcare. When mentioned in job adverts, these had effects comparable to a 10 per cent salary increase.
Primary teachers are more likely to value blocked, off-site PPA time and collaboration opportunities, whereas secondary teachers are more likely to prioritise the total amount of PPA time.
However, the study suggests that schools’ best chance of improving recruitment is to increase salaries.
But there are many teachers for whom other factors - such as healthcare offers, childcare subsidies and flexible working - are more likely to influence application decisions than increased salaries.
The researchers found that teachers value a guaranteed 35-hour working week with structured support and a clear commitment to accommodate flexible-working requests. The study notes that “flexible working is still uncommon in teaching”.
In contrast, vaguer promises, such as a “commitment to health and wellbeing”, have less impact in encouraging teachers to apply.
Flexible working
The EEF notes that initial findings from a flexible-working trial show that “teachers report improved wellbeing and work-life balance when working a nine-day fortnight”.
It refers to a Dixons Academies Trust pilot scheme involving a nine-day fortnight (full pay, one day off every other week), evaluated by Ambition Institute and IFF Research.
The EEF states: “Most staff welcomed the policy, reporting improved flexibility and work-life balance - however, some early-career teachers felt they had less access to developmental support from senior leaders.”
It adds: “Reflections from the interviews also highlighted the importance of careful timetabling to avoid staff shortages and ensure safe pupil supervision.”
The EEF has also looked at evidence on school leadership, culture and climate.
It says: “Leadership practices that build trust, support professional development and foster a strong school culture could make a meaningful difference to teacher retention.”
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