Chapter 5 - The outside school environment - factors affecting teachers' morale, professionalism and status
Teachers do not operate in a vacuum. Like everybody else
they are affected by developments in the broader political, social and economic
environment of which they are a part. This Chapter examines the ways in which
the status of teachers is affected by some of these broader societal
influences.
Foremost among them is
governments' seemingly reduced commitment to school education, as evidenced by
government attacks on our schools and, in some cases at least, by declining
real levels of funding to schools.
Government funding to schools
Commonwealth Government funding to schools (both government
and non-government) has increased steadily since the early 1970s both in per
capita terms and as a proportion of total government funding. School education
remains predominantly a State/Territory responsibility but the proportion
of funding contributed by State and Territory governments has declined since
the 1970s. Per capita funding by State and Territory governments has
generally increased although there have been significant fluctuations, with
government schools in Victoria in particular suffering significantly reduced
expenditure over the period 1991-1992 to 1995-1996.[1]
The 1997 Report on Government Service Provision states
that:
Expenditure per student (in real terms) decreased by 0.7 per
cent across Australia between 1992-93 and 1994-95. On a jurisdictional basis,
the largest increase (4.0 per cent per annum) was in NSW, the largest decrease
was in Victoria (8.9 per cent per annum).[2]
As shown in the following table, total expenditure on
government schools has generally increased in the period 1988-89 to 1995-96.
However, this increase has been barely sufficient to keep pace with the
recurrent costs of schooling, which have been rising faster than prices within
the general economy, in line with the increased demands placed upon schools.
Indeed, total State government outlays actually fell by 1.6% over this period, while
Commonwealth outlays rose.
COMMONWEALTH AND STATE RECURRENT
EDUCATION OUTLAYS PER STUDENT
Constant 1989-90 prices –
Schools Recurrent cost Index)
Funding
|
1988-89 |
1989-90 |
1990-91 |
1991-92 |
1992-93 |
1993-94 |
1994-95 |
1995-96 |
Increase: 1988-89 to
1995-96 |
Average Annual Increase |
Government Schools: |
C’wealth Grants ($)
|
315.5 |
339.6 |
351.0 |
385.5 |
396.0 |
329.1 |
335.5 |
329.0 |
4.3% |
0.6% |
C’wealth Joint Schools
Program ($)
|
15.8 |
17.8 |
18.3 |
23.0 |
23.8 |
79.4 |
81.1 |
82.3 |
420.8% |
26.6% |
Total C’wealth Grants
|
331.3 |
357.5 |
369.3 |
408.5 |
419.7 |
408.5 |
416.6 |
411.3 |
24.1% |
3.1% |
State Outlays ($)
|
2,868.2 |
2,841.0 |
2,900.8 |
2,915.7 |
2,864.0 |
2,773.4 |
2,700.5 |
2,821.7 |
-1.6% |
-0.2% |
Total Outlays($)
|
3,199.5 |
2,198.5 |
3,270.1 |
3,324.2 |
3,283.8 |
3,181.9 |
3,117.1 |
3,232.9 |
1.0% |
0.1% |
Non-Government Schools: |
C’wealth Grants ($)
|
1,264.9 |
1,319.7 |
1,319.8 |
1,365.5 |
1,389.3 |
1,463.5 |
1,520.6 |
1,522.0 |
20.3% |
2.7% |
State Outlays ($)
|
654.8 |
749.8 |
718.4 |
810.5 |
815.9 |
745.0 |
787.3 |
807.1 |
23.3% |
3.0% |
Total Outlays
|
1,919.7 |
2,069.5 |
2,038.1 |
2,175.9 |
2,205.1 |
2,208.5 |
2,307.9 |
2,329.2 |
21.3% |
2.8% |
Schools Recurrent Cost Index
|
134.8 |
142.5 |
151.6 |
157.8 |
162.1 |
169.1 |
175.1 |
179.0 |
|
|
Source: Mr Dennis James,
Parliamentary Research Service, Canberra
During the same period (1988 -1989 to 1995-1996) both
Commonwealth and State funding to private schools increased significantly.
Commonwealth funding increased by 21.3% over the nine year period (compared
with an increase of 1% to government schools) while total State government
funding increased by 23.3%. The increase in funding to private schools exceeded
their increase in enrolments (which rose from 27.3% in 1988 to 29% in 1995).[3]
This divergence is likely to be exacerbated by recent Federal Government
changes such as the Enrolment Benchmark Adjustment and the abolition of the New
Schools Policy.
One response to governments' reduced relative financial
contribution to school education has been greater reliance on private funding,
which the Committee has estimated[4]
at approximately 5%-7% of non salary recurrent costs.
School funding has also been decreasing as a proportion of
GDP. The National Commission of Audit reported in 1996 that:
Expenditure by all levels of government on schools rose from 2.8
per cent of GDP in 1972-73 to 3.6 per cent in 1983-84, but then declined to 2.8
per cent of GDP in 1993-94.
During this time, the Commonwealth's share of government
spending on schools rose from 11 per cent in 1972-73 to 24 per cent in 1983-84
and 30 per cent in 1993-94, while the states' share declined from 89 per cent
in 1972-73 to 76 per cent in 1983-84 and 70 per cent in 1993-94.[5]
More recent figures indicate that expenditure on school
education as a percentage of GDP has declined further since 1993-94. It was
2.7% in 1995-96.[6]
These figures are disputed by the Department of Employment,
Education, Training and Youth Affairs[7]
which cites OECD data published in 1993 showing Australian direct public
expenditure on school education was 3.6% of GDP. It is not clear however to
which year the OECD figure relates. Given the long time lag in publication of
many OECD statistics it is likely that the discrepancy can be accounted for by
the fact that the figure of 3.6% used by the OECD refers to the position in the
1980s. Analysis by the Parliamentary Research Service indicates that total
government funding on schools has not exceeded 3.0% at any time since
1990-1991, as indicated in the following table.
TOTAL
GOVERNMENT FUNDING FOR SCHOOLS
($ million)
Type
|
1990-91 |
1991-92 |
1992-93 |
1993-94 |
1994-95 |
1995-96 |
Current
|
10,047 |
10,888 |
11,248 |
11,576 |
11,790 |
12,448 |
Capital
|
734 |
703 |
704 |
597 |
676 |
707 |
Total
|
10,781 |
11,591 |
11,952 |
12,173 |
12,466 |
13,155 |
TOTAL
GOVERNMENT FUNDING FOR SCHOOLS
(% of GDP)
Type
|
1990-91 |
1991-92 |
1992-93 |
1993-94 |
1994-95 |
1995-96 |
Current
|
2.65 |
2.81 |
2.78 |
2.69 |
2.58 |
2.54 |
Capital
|
0.19 |
0.18 |
0.17 |
0.14 |
0.15 |
0.14 |
Total
|
2.85 |
2.99 |
2.95 |
2.83 |
2.72 |
2.69 |
Source: Mr Dennis James,
Parliamentary Research Service, Canberra, based on ABS Cat. No. 5512.0; ABS
Cat. No. 5206.0
The Committee has recently considered the issue of what
constitutes adequate funding for schools (or at least, adequate funding for
schools to meet the eight Key Learning Areas).[8]
It reiterates here some key points from that report. The Commonwealth
Government allocates per capita education funding to the states on the basis of
movements in the average recurrent cost of government schools (ARCOS).[9]
The ARCOS simply averages, over the government school population, the
expenditure by government on salaries and general operating expenditure. In the
Committee’s view, the major flaw of the ARCOS approach is that it is not linked
in any way to targets, outcomes or standards. It simply represents a benchmark
of expenditure based on historical circumstance. This is entirely inappropriate
on a number of grounds. It is inconsistent with the thrust towards using an
outcomes approach to inform funding decisions. It also ignores significant
growth in retention rates, dramatic changes in curriculum, and major advances
in technology, all of which impact profoundly on the resource needs of schools.
Likewise, State and Territory governments appropriate funds
for education with no proper assessment of the actual needs of schools, and the
cost implications of the many curricular, technological and policy changes
which schools are expected to implement. The Committee considers that it is the
responsibility of governments to fund schools to a standard commensurate with
the expectations of the community and the demands of the expanding curriculum.
Governments need to establish the real cost of schooling and
fund schools accordingly. In 1995 the Schools Council suggested that one means
of addressing ‘the issue of the declining resources base would be to establish
a collaborative Schools Funding Committee to devise one funding formula for the
allocation of Commonwealth and State resources to all Australian
schools.
...[The] Committee ... established under an appropriate national
body ... would be asked to determine overall resource levels, service
standards, allocative mechanisms, and the relative funding shares of the
various partners...’[10]
The Committee endorses this proposal. It suggests that the
education resource standards be linked to the eight key learning areas
identified in the national goals of schooling. A basket of services approach
for determining the level of resources needed to achieve these goals would
provide a basis for funding.
The Committee notes with interest the work of the Victorian
Government’s education committee under Professor Brian Caldwell. Its June 1995
Interim Report on The School Global Budget in Victoria was subtitled
‘Matching resources to student learning needs’. The Committee understands that
a final report, which deals at length with the issue of how schools should be
resourced, has been with the Victorian Minister for Education since late 1996.
The Committee urges the Victorian Minister to publish the findings of the
latest Caldwell report.
In the Interim Report of June 1995, Caldwell provided
a final chapter dealing with ‘Transitional arrangements and further work’ which
sought to lay the foundations for a comprehensive approach to establishing a
link between resources allocated to schools and the stages of learning. This
approach sought to address the question ‘What should be the stages of learning
that will form the basis for the allocation of resources in core funding for
schools?’[11]
The general thrust of the Caldwell proposals was to undertake consultation with
a view to the phased implementation of per capita and per school funding levels
based on the identification of three stages of schooling, namely, years K,4, years 5,8 and years 9,12.
This exercise would also involve the assembling of some sense of the costs
associated with different stages of schooling, which could then guide resource
allocation.
The Senate Committee regards it as crucial that a sensible
approach to resource allocation in schools be developed. The establishment of
the eight key learning areas and the associated curriculum frameworks provides
a solid background against which to develop measures of the costs associated with
delivering that curriculum. Governments would then know what the costs are of
providing a school education sufficient to cover the eight key learning areas
and to meet the National Goals for Schooling. This data could then be used to
develop methods of allocating resources to schools.
It is likely that the final report of the Caldwell Committee
could provide some valuable guidance on these matters. Given the ongoing
controversy about the involvement of the Commonwealth, State and Territory
Governments in the funding of schools, and about the policy changes and levels
of funding which the Commonwealth has introduced, it is timely to pursue a
thorough investigation of school resourcing mechanisms. This requires a
thorough examination of the actual costs of delivering a standard curriculum in
our schools.
The Committee RECOMMENDS that:
- governments fund public schools at a level sufficient to
deliver the appropriate standard of education within the Eight Key Learning
Areas, and commensurate with the National Goals of Schooling
- the Commonwealth, State and Territory Governments jointly
establish a Schools Education Costs Committee to undertake consultation and
research with the aim of ascertaining the cost of delivering, at the various
stages of schooling and in each of the Eight Key Learning Areas, an education
which will meet the basic requirements of those Key Learning Areas and the
National Goals of Schooling and
- on the basis of such data and information determine overall
resource levels, allocative mechanisms and the relative funding shares of the
various governments.
Funding uncertainty and its failure to keep pace with costs
affects every aspect of teachers' working lives. Together with excessive work
load it is the single most important contributor to the declining morale and
status of the profession.
It is important to stress here that teachers are but one
group of professionals whose status and working lives are being adversely
affected by a declining political commitment to the provision of publicly funded
services and a greater reliance upon more competitive, market oriented models
of service delivery. Health and social workers are similarly affected, with
services provided through the Home and Community Care Program, for example,
placing a much greater focus on financial contributions by users.
The impact on teachers of uncertain and fluctuating funding
and of governments' failure to match rapidly rising costs is discussed in the
next Chapter, which looks at the effect on individual schools.
At the broadest level teachers expressed concern about
inadequate funding because they saw it as a reflection of the low priority
accorded to education in Australia. This, in turn, reflected adversely upon the
status of the teaching profession.
It is our view - and it would be recognised by many within the
industry as well - that, at the moment, there is not a sufficient proportion of
GDP expended on education. It is our view that both the public and private
sectors need to be properly resourced so that the kinds of expectations put on
schools and on teachers can be fulfilled in a proper way.[12]
We say in our submission that the status of teachers is
inextricably linked to the restoration of a properly resourced, high quality
system of public education. We note that in Victoria the budget surplus in
April of this year was $802 million, yet Victoria spends less per head of
population than any other state in Australia.[13]
Evidence to the Committee focussed in particular on
governments' perceived lack of commitment to public education. Many witnesses
referred in this context to the Federal Government's introduction of the
Enrolment Benchmark Adjustment (EBA). The EBA transfers funds from the public
sector to the private sector as the proportion of private sector enrolments increases
(above 1996 levels).
Once the benchmark proportion is triggered then, for each
extra student enrolled in a private school the Federal Government will deduct
an average, nationally, of $1,500[14]
from its grant to the relevant State. This is half the estimated national
average cost of $3,000 to educate a student in a government school. The balance
of this sum, called the buffer, remains within the state system to meet
infrastructure and other costs that are relatively impervious to small
enrolment changes. One commentator has estimated[15]
that this will result in a $200 million reduction in Federal Government funding
for government schools over the next four years.
At the same time, abolition of the New Schools Policy will
lift restrictions on eligibility for funding for non-government schools and is
likely to result in the establishment of more small private schools which will
receive subsidies from both Federal and State governments. In some areas the
establishment of a private school may threaten the viability of an existing
government school. In cases where government schools close as a result, there
will be increasing pressure on parents to enrol their children in the private
school, rather than require them to travel to the nearest government school, which
might be a significant distance from home, especially in country areas.
It is too early to assess the impact of these measures but
Committee witnesses were not the only ones to express misgivings about their
consequences for public education.[16]
Ken Davidson, writing on the abolition of the New Schools Policy said:
At the national level, the Schools Minister, David Kemp, has had
legislation passed that will encourage the exodus from the public school system
by allowing every tinpot fundamentalist religious group to start schools with
federal funding - funds withdrawn from the allocation to government schools.[17]
Professor Barry McGaw, of the Australian Council for
Educational Research, commented on the EBA:
My concern is that this is a change of policy that on the face
of it looks minor - we shift a bit of money when each student moves. But in
aggregate it could be substantial to an extent that people just don't
anticipate.
...From the point of view of individual choice, lowered barriers
to entry and easier movement to private provision has few attractions. From the
point of view of quality of Government schooling, there is a serious risk of
residualisation.
Parents with a serious commitment to education will be under
increased pressure to choose private provision. Those remaining in the public
sector are likely to be those with fewer resources and those without the
networks and capacities to work for the improvement of the public sector.[18]
Teachers providing evidence to the Committee raised similar
concerns. These related both to the 70% of students currently enrolled in
government schools and to the large majority of teachers now employed there.
The public v private debate is highly relevant to the matter of
teacher status, and particularly the status of that large majority of teachers
in the public school system. The debate places their schools and therefore
their quality under fire and is a major vehicle for attacks on their
professionalism, integrity and performance. It is also a major source of their
concerns about the security of their careers. Finally, it threatens, in their
eyes, the interests of children.[19]
Interestingly, teachers from both government and
non-government schools were equally concerned by what they perceived as
decreased government commitment to public education. Both groups recognised the
need for schools of high quality, regardless of sector.
I hope that this report reflects some idealism in education.
What we are all on about is this nation going forward through its youth. If we
do not have strong government and non-government sectors, I do not believe this
nation can move forward. If we are not going to have idealism in education,
where are we going to have it?[20]
Both were also fearful that recent funding changes have the
potential to reignite the state aid debate and, as a consequence, to divide
teachers in government schools from those in non-government schools, to the
detriment of the teaching profession as a whole.
Policy on the funding of schools must be developed in
consultation with all the stakeholders. Few other issues in Australia have the
capacity to divide the community in the way that the state aid debate has. As
teachers in both sectors find themselves forced into taking a stance in the
debate, what is lost is the united voice and sense of purpose of the teaching
profession and proper intellectual debate about the key educational issues of
the day. Teachers as professionals are diminished by the public/private schism.[21]
We are on the record as saying very clearly that we support a
very strongly and properly resourced public system of education, and that we
oppose both the removal of the new schools policy that was in the legislation
prior to that and the enrolment benchmark adjustment. We do not believe that is
an appropriate mechanism. We think it is pretty crude, and that is on the
record.[22]
I do not think you can separate government and non-government
teachers. When the profession is hit, the profession is hit. The blow hits the
corpus of everyone who calls themselves a teacher, and we call ourselves
teachers too. It is something that is very painful.[23]
The politicisation of education
In the Committee's view it is essential that politicians,
political parties and governments are involved in, and informed about,
educational issues given the huge public resources devoted to it, its potential
to influence all our economic and social futures and its direct impact upon the
lives of so many of our citizens - as learners, as teachers or as otherwise
involved in the educational endeavour.[24]
Evidence provided to the Committee during its Inquiry
suggests however that the nature of political involvement in education, at
least with regard to its impact at the school level, can be narrowly focused,
ill informed, short term and sometimes very damaging in its consequences. On
the basis of the information provided to the Committee this is the case in both
Federal and State/Territory jurisdictions and across the political spectrum.
Perhaps this is an exaggeration of the position but it was certainly the view
of all the teachers and teachers' representatives who provided evidence
to the Committee on this issue.
Our experience has been that it [politicisation] is present at
state level, it is present at federal level and it is present on both sides of politics
and that the old educational priorities that were to do with a liberal humanist
model, where there was a holistic education of the individual and a whole lot
of things that were very commonly accepted, are not even spoken about now.[25]
Overall, those surveyed [by Dinham and Scott] revealed... a
great concern with what they saw as the growing politicisation of education in
recent times and with the perceived situation that educational change was being
driven by non-pedagogic concerns by people 'out of touch' with the realities of
teaching.[26]
Perhaps the greatest effect on teacher morale arises from the
continuing politicisation of education. The present drive for education to
serve the needs of the economy strikes at the very heart of the professional teachers'
ideals and the view of education and children's interests which stems from
those ideals.[27]
Most of the teachers who raised the issue of politicisation
recognised the legitimacy of political debate on educational issues and
supported it. But they strongly objected to the way in which they perceived
politicians were treating them as scapegoats for all of society's failures, in
much the same way as did the community more generally.
Schools have been used by federal governments over the last ten
to fifteen years as a way of hiding unpalatably high unemployment figures for
obviously political motives. Why should schools take the blame for a lack of
political foresight and planning? Why should we form the main spearhead for
containing this macroeconomic problem?[28]
The ultimate irony, surely, is that teachers and schools are now
being blamed for the unemployment situation. If that is not the ultimate - we
are getting blamed for everything now. That is the present stance of some
members of the present federal government.[29]
Two recent incidents in particular were mentioned by many
teachers as representing unjustified attacks upon the profession which
seriously undermined their morale and contributed to a lowering of their status
in the eyes of the community. The first of these was Dr David Kemp's attack
upon literacy and numeracy levels in Australia, which he described as 'a
national disgrace' and which he blamed on teachers' failure to devote
sufficient time to teaching the basics and to their lack of skills and training.
The Prime Minister blamed the results on 'faddish' teaching methods.
Clearly the literacy techniques for teaching reading and writing
that have been fashionable over the last 20 years have not suited all students.
“We're beyond that phase now. I think many teachers in those
early years perhaps haven't got the skills that they need and want to address
the needs of students who have got particular problems.”[30]
In response, teachers pointed, amongst other factors, to
dwindling resources provided to education, to reduced support services and to
increased demands upon the curriculum. They stressed the inappropriateness of
Dr Kemp's proposed response to perceived poor levels of literacy - to withdraw
funding from States and schools which failed to accept national testing or
failed to meet the national benchmark for literacy.
Dr Kemp's statements appear to have been a major blow to
teachers, as the following excerpts from the evidence indicate.
And when people like Kemp and Goode [sic] come out whipping teachers
about literacy I want to spit, I have got to say, because they are the very
people who deny the funds that support the programs and keep the programs
running that catch these kids.[31]
If the health of Aborigines is judged to be poor, we do not
blame the doctors; we blame the system and we look to the doctors to solve the
problem. If the literacy levels of the population are lower than we want, we
ought not to blame the teachers; we ought to look to the teachers to solve the
problem. We ought to be encouraged to do that by the evidence from the [ABS]
adult study that schools have been producing successively more literate
generations.[32]
In fact there is at least as much evidence to suggest that
literacy levels are rising in Australia as there is to suggest otherwise. ABS
data in particular shows that literacy levels are much lower in older
generations than in younger ones in this country.[33]
Several witnesses drew attention to this.
Current literacy standards are described as scandalous although
when you look at the data, current literacy standards are better than they have
ever been before.[34]
A second incident was Senator Amanda Vanstone's comment to
the American - Australian Chamber of Commerce that students in private schools
were much more successful in obtaining jobs than were children in public
schools.
“School leavers from state schools are 10 times more likely to
end up on the dole queue compared to their private-school counterparts.... The
bottom line is that for school leavers, private schools have beaten
unemployment.”[35]
Teachers interpreted this as an attack on public education
and on teachers employed in it. Again, in their view the allegation was
simplistic, misleading and quite unjustified as it took no account of the
different student intakes into public and private schools and to the very wide
range of factors which affect post school outcomes. In their view it was
ideologically motivated and very damaging to public schools and their teachers.
It was also damaging in the sense that it had the potential to create divisions
between public and private school teachers.
... to politicise education in the way that happens in Australia
is most unfortunate. As has been recently noted, comments on literacy by Dr
Kemp in particular and comments about the employment prospects of state school
students in comparison to private school students from Senator Vanstone have
been most unfortunate. Teachers have felt those remarks deeply.[36]
Senator Vanstone's most unfortunate recent comments - plus
constant criticism of teachers and the way the media handles the issue of
industrial unrest all add to this low perception [of teachers in the
community].[37]
Senator Vanstone's comments were seen by teachers providing
evidence to the Inquiry as but one aspect of an ideologically motivated assault
on public education which contributed to low teacher morale and undermined the
status of public school teachers in the eyes of the general community. The
funding implications of increased support for private schools, at the expense
of the public system, have been discussed earlier in this Chapter. The
following excerpts are typical of views expressed to the Committee on the more
general impact - on public schools and their teachers and parents - of the
perceived attack upon public education.
There is no evidence of any State Government commitment to
universal free public schooling despite the fact that the Education Act
specifies that instruction shall be free. The evidence is that the Government
has abandoned the role of public education advocacy. Government schools have
been treated as a liability rather than an asset. The feeling amongst teachers
in the state school system is that the Government's preference is for students
to enrol in private education as this will reduce the State Government's budget
commitment. This Government attitude has been one of the key factors affecting
the morale of teachers.[38]
... with recent changes in Federal funding to schools and to
rules about establishing new private schools, the community is being encouraged
to choose non-government schools for their students. Because of the lack of
Government support for public schooling there are doubts in the minds of
parents about the on-going ability of public schools to deliver quality
programs.[39]
Many teachers commented that education ministers - the very
people who should be supporting them - were instead leading the charge against
them.
The problem, basically, is in the attack that a number of
governments have actually mounted on the teaching profession, who are described
as the enemy. It is extraordinary that you find people who are responsible for
the public's welfare denigrating more than one sector, but, in this particular
instance, a sector which is devoted almost entirely to the public good. Somehow
or other we have to turn that round - and I do believe, quite sincerely, that
it is the role of government to support the public sector in achieving social
ends which are the responsibility of government. This has to change.[40]
Public education needs a champion. The attitude of many state
ministers for education is as if the CEO or spokesman of General Motors
publicly castigated the quality of GM cars, blamed the workers and advocated
the purchase of Fords. Such an action would be seen as quintessentially
incompetent, and yet it is an everyday occurrence in the administration of
schools, with disastrous consequences for schools and teachers.[41]
Australian politicians were compared unfavourably in this
respect with some of their overseas counterparts.
What sort of society do we wish for our children? It is time to
ask this question again here in Australia and of its politicians, given the
poverty of discussion about anything other than the funding of Education in
recent election manifestos, budgets and education forums. Compare this with the
USA, where W Clinton ran for a second term on an Education platform, and the
UK, where T Blair did the same.[42]
Politicians reflect the wishes of the community. It has been
strongly noticed by us that, in the recent elections in the United Kingdom and
the United States, education was the number one priority. We fail to see that
in our country, and that can only reflect the interest of the community in
education.[43]
I just note the way in which President Clinton has spoken out on
behalf of teachers in the United States, and that the new Prime Minister of
England has spoken out on behalf of teachers in Britain. Anything which is a
public recognition of the tremendous work that teachers do, whether a publicity
campaign or whatever, I think would be a positive step.[44]
One of the main problems to which teachers drew attention
was the short term view of education espoused by politicians. They are geared
to a three or four year election cycle and look at education 'reform' and
change in that time frame. This has resulted in a large number of short term
modifications to the curriculum and to school organisation which were
disruptive to teachers and students alike and undermined good teaching
practice, which requires longer time frames for change to be understood,
adopted, evaluated and modified.
In [the] 80's Liberals were in government in Victoria and
decided to implement compulsory physical education. We were sent suitable
materials, etc. Then, an election was called and Labor won. Within a time frame
of several months compulsory PE, and all the expensive written materials went
into the bin!![45]
The life of parliamentary initiatives is four years, which is
the life of a parliament, if it lasts that long. But the life of a primary
child is seven years and the life of a secondary child is five to six. So I
think we need to synchronise our activities a bit more and then there would be
a sense that there is a legitimacy in what was happening between the parliament
and schools.[46]
Unlike many other professions, education is subject to sometimes
major changes to policy as different political parties come to power at State
and Federal level. This can result in significant changes to staffing quotas,
resourcing etc and can negatively affect confidence in the long term prospects
of the profession for those considering entry.[47]
Teachers resent the ban on political comment on education
issues which is in force in some States and Territories. They see it as
undermining their professionalism to the extent that it prevents them publicly
discussing an issue of major importance about which they have first hand
knowledge - our schools - and thus deprives the community of a significant
source of information about the impact of recent changes on the operation of
schools.
... it is difficult to see how forbidding teachers to engage in
public debate on government policy, as has been done in Victoria, improves the
status of the profession. It certainly does little to raise public awareness of
teaching as a profession.[48]
Evidence exists of an increasing number of TAFE teachers feeling
restricted in their right to speak openly about their area of expertise and
issues of concern within the Institute. Many report fear that their contracts
may well not be renewed if strong opinions are voiced.[49]
Politicisation of the Bureaucracy
One aspect of the politicisation of education to which
teachers from most jurisdictions drew attention was the politicisation of the
bureaucracy. Experienced teachers in particular commented on the way in which
relations between education departments and teachers had changed. Formerly seen
as allies of teachers, who helped and supported them, departmental staff are
now viewed as agents of government. This change was attributed by teachers to
the change in employment conditions for departmental staff. Formerly permanent
public servants, they are now employed on contract, with performance assessed
against the achievement of government objectives.
Teachers perceived departmental staff as isolated from the
business of teaching. They claimed staff did not understand what happened in
schools and had different priorities from teachers.
The current setting of education is one of conflict between
opposing attitudes - the bureaucratic and the professional. The bureaucrat is
concerned with efficiency and statistical information to measure that
efficiency. The professionals are concerned with the quality of the teaching
and learning process and the needs of individual students. The bureaucrat
concentrates on output and testing, the professional on input and teaching
quality.... Each has a legitimate concern and it is simplistic to suggest that
one is right and the other wrong. A balance needs to be achieved so that the
real purpose of the enterprise of education is not lost.[50]
... I want a bit of spine in the department. By that I mean I
want my headmaster to back me. I want the director-general to back me. I want
the director - general to get in and go the politicians and say, 'Listen, what
you're doing is wrong.' I want the director to put his or her job on the line
to make some sense.[51]
Some teachers also claimed that public servants put the
short term political interests of ministers before the long term educational
interests of schools and that, to this end, they were sometimes prepared to
encourage negative media reporting.
In Queensland we are presently in the midst of such a period of
[media] abuse. In this case I feel the negative media attention has been driven
by the Education Department as part of its current Enterprise Bargaining
campaign. Every day there seems to be bad press for teachers over some 'issue',
often related to salaries and usually full of misinformation supplied by the
Department.[52]
Misinformation [is] often fed to the media - driven at present
by the Education Department - the very people who should be supporting and
promoting teachers.[53]
Recent changes over the last few years have seen the Corporate
Executive of EDWA (politicised by the use of limited tenure contracts and so
called Work Place Agreements) act as nothing more than a "cat's paw"
of the Education Minister. Their antics and tactics highlight their self
serving interests rather than any interest in the teaching profession, student
outcomes and community oriented schools.[54]
The Committee considers some of the teachers' comments
reveal a lack of appreciation of the conflicting pressures on bureaucrats and
their requirement to serve the government of the day. It acknowledges however
that, on the basis of the evidence it received, teachers feel alienated from
education department staff and that, because of the constraints of their
position, departments do not support them to the extent they could. Many
teachers suggested that this was a relatively new phenomenon and that in the
past departments had been more helpful.
The Committee considers that education ministers could take
a lead here in encouraging greater cooperation between education staff and
teachers. In particular, they could ensure that communications with schools
involved teachers and were not restricted to principals, as teachers advised
was increasingly the case.
Conclusion
The attacks on teachers by politicians is perceived by
teachers as a major contributor to declining morale and to the undermining of
the status of the profession. They do not object to criticism where it is
warranted but consider much recent 'teacher bashing' has been ill informed,
even malicious, and ideologically motivated. This is one area in which
politicians could make an immediate difference at very little financial cost.
To improve the status of teachers it will be necessary to undo
the damage some politicians have done to the profession in recent years.
Premier Kennett's assertion that teachers have "never done a day's work in
their lives" is an example of a statement that not only demonstrates a
striking ignorance of the reality of teaching, but which is hardly designed to
enhance public perceptions of the profession.[55]
Teachers are sick of being bashed around the head, particularly
by politicians who highlight the negative things. When people are given a
little bit of recognition, it does not go astray.[56]
One positive ministerial initiative to enhance the status of
teaching and teachers was drawn to the Committee's attention by witnesses from
South Australia. This was the Education Minister's practice of sending out
letters to schools congratulating them and their teachers on their successes
in, for example, international competitions. The Committee commends it to the
consideration of education ministers elsewhere as a small but useful step
towards righting the balance in public political statements about teachers and
teaching.
The impact of the media
Media coverage of schools and teachers is generally regarded
as negative, misleading and ill informed. It reinforces community stereotypes
and prejudices rather than presenting a balanced view in which the strengths
and weaknesses of schools and teachers are given due consideration and the
complexity of the issues is acknowledged.
... the media ... by their constant focus on ills and in
sensationalising the criticism of schools, exacerbate the expressed problems
and obscure the real ones. Extreme and biased attitudes are evident in negative
media portrayal. Often the attacks on teachers and schools have been
inaccurate, highly selective in the material used, totally unwarranted and
often motivated by the point of view of the writer/presenter or of the
management of the newspaper or other media avenue.[57]
Community perceptions of teachers and their schools are mixed.
It is unfortunate that negative perceptions are discussed more readily than the
positive. As well as this, the media generally reinforces the negative, the
unfortunate, the disastrous and the reality is that the general community
hungers for his type of news. In this way schools can quickly be labelled as
"bad" or "undesirable".[58]
Extreme and biased attitudes are frequently evident in negative
media portrayal of teachers in public schools. In most cases, the attacks on
teachers and schools in the public sector have been inaccurate, totally
unwarranted and politically motivated.[59]
A number of teachers pointed to governments' use of the
media to denigrate teachers. This was particularly evident during industrial
disputes, although not confined to them. In this situation it is easy for
ministers to gain immediate media coverage but difficult for teachers to gain
access to put their point of view.
For me personally, and for many of my colleagues, the attitude
of the NT government towards teachers [during enterprise bargaining negotiations
during 1995 and 1996] through their advertising campaign and the attitude of
the senior officers of the Northern Territory Department of Education, for
example the Secretary, has left a very bitter taste in our mouths. The impact
of the lockouts on teachers was massive. The role the media played,
particularly in editorials, was massive.[60]
It is probably fair to say in the last 12 months in South
Australia that teachers received a fair battering in the media during the
dispute last year.[61]
In respect to the media, governments' lack of support for
teachers was in marked contrast to the use of the media by other employers to
support their employees.
Teachers often remark on the fact that other organisations,
private and public, spend thousands of dollars on television and advertisements
that promote the status of workers in those organisations; Telstra, Australia
Post and Airlines are some examples. No government has ever made a similar
commitment to schools or teachers.[62]
Many teachers believe that recent media coverage of
paedophilia in schools has been particularly irresponsible and sensational and
very undermining of teachers. As well as damaging the careers of innocent
teachers it leaves the impression in the general community that paedophilia in schools
is more common than is in fact the case.
... the media tends to revel in the reporting of the failures of
schools and teachers, rather than their achievements. Even in the reporting of
alleged abuse by schools, the media quite willingly reports the name of the
teacher. No consideration is given to the possibility that the allegations
might have been false, advanced by some students with a grudge. ... Teachers
that are subsequently acquitted are very rarely given the same press coverage
as when there are allegations made against them. Consequently, the community
comes to regard the teacher with suspicion, despite his/her innocence.[63]
... in recent times teachers, as a group, have suffered because
of the recent publicity concerning sexual abuses perpetrated on students of
which many were unaware and did not condone. (It is worth noting here that AARE
has no objection to the publication of findings concerning sexual abuse of
children. Indeed, we support the exposure of this unjust and demeaning
oppression of young people.) We simply draw attention here to the impact on the
community's perception of the image and status of teachers, especially amongst
those who have no first hand contact with schools and who are therefore reliant
on media images to make their assessments. The impact on teachers' morale is
obvious.[64]
Teachers acknowledged their lack of expertise in dealing
with the media and the need to use it more effectively if they were to counter
the largely negative portrayal of teachers now being presented.
AISQ suggests that not enough has been done by teachers
themselves to publicly promote their professional status. Negative perceptions
of the quality of their work may well be reversed by credible, dignified and
visionary advocacy from professional bodies such as the Australian College of
Education and the various Principal's associations which have become peak
bodies for consultation in recent years. As a teaching profession we need to
begin to promote our work and our value to the community in a positive light.[65]
Teachers face the problem of having media sensationalise bad
news stories about them and their work while frequently neglecting the many
good news stories that could, and should, be part of the daily press on
teachers and teaching. And as Hargreaves (1997) pointed out, the profession has
not been particularly skilled or prepared to take the initiative in developing
a 'discourse of dignity' which they promulgate through the media to combat the
many voices engaged in the 'discourse of derision'.[66]
I do not think that as a profession we sell ourselves and our
profession very well. We fall into the trap of saying: 'we are not producing a
product, a car or whatever, we are producing human beings et cetera.' I think
we have got to focus in on what we are doing well and we need to communicate
that well to the wider community. Then our credibility with the community will
rise and our status will improve.[67]
There are many positive achievements which should be brought
to the community's attention. Were they better informed about such
achievements, the community could form a more balanced judgement on the
strengths and weaknesses of our schools and teachers.
We also think it is time that, instead of the rather negative
publicity the teaching profession has had, we ought to stress some of the
achievements of schooling over the last 20 to 30 years. There have been
spectacular successes in terms of retention rates within schooling and
educational outcomes for girls. We also believe - and this may be somewhat
controversial but very current - that the available evidence indicates that
there have been spectacular successes in the area of literacy as well.[68]
Most of the evidence provided to the Committee on media
issues favoured a more concerted effort to gain more balanced coverage of
educational issues in general and of teachers in particular, although opinions
differed on the best approach to adopt.
Some witnesses considered a local media campaign had the
best chance of success. Local media is generally more positive than State or
national media in portraying success stories from local schools and it was felt
by some that this represented a sound basis on which to build.
Existing positive media initiatives also had the potential
for wider adoption and dissemination. These include broader coverage of the
national Excellence in Teaching Awards and events associated with International
Teachers Day (discussed in Chapter 4) as well as, for example, the national
journalism award presented by the Australian Council of Deans to six
journalists from around the country to acknowledge quality journalism in the
field of education.
The Australian Council of Deans of Education ...[instituted this
award] in the belief that, if we do something to hold up and acknowledge
quality work, we will actually get greater support within the newspaper
industry for wanting to respond to it in a more constructive way.
... The response from journalists themselves has been terrific
to that. We get 50 to 80 applications a year for those awards.[69]
Other witnesses felt a media campaign should be conducted at
a national level, with government support.
I think it is absolutely imperative that there is a positive
campaign about teachers and teaching that is taken forward by the government
and by other senior leaders of industry and other areas. It is that sort of
thing that reflects most strongly on morale.
...Images happen no matter whether you want them to or not.
While we do not guide the image of teaching in a particular way, so that it
becomes a positive and satisfying thing, we allow it to degenerate into the way
it is at the moment. We need to take control with a concerted campaign to get
out there and push as a group.[70]
The Australian Teaching Council, before it was disbanded,
certainly intended national advocacy to be a major part of its role. It
envisaged this as encompassing education of the media and of the general
community on what teachers actually do, as well as increasing their voice in
national and local debates about teaching and learning.[71]
The Committee endorses the ATC's emphasis upon the need to
inform the community and the media about what it is that teachers actually do.
Most are woefully ignorant of this - with views based on their own experiences
of school more than thirty years ago. Greater understanding of what is involved
is likely to lead to greater respect and appreciation for teachers' work. It
may be more effective in enhancing status than merely restating the long hours
worked by teachers and drawing attention to other unsatisfactory aspects of
their working conditions.
Some witnesses suggested that a national campaign could be
linked to the proposed MCEETYA national campaign designed to attract high
quality entrants into the teaching profession. This issue is addressed in
Chapter 7.
Some witnesses drew the Committee's attention to successful
overseas media campaigns to improve the status of teachers and of public
education and suggested that Australia might adopt a similar strategy, modified
to meet Australian conditions.
I have just finished a consultancy in Hong Kong looking at
schools there. In the latter stages before the handover, they ran an excellent
campaign on billboards on behalf of teachers. You saw on billboards a teacher
working with a kid who had an overdose of drugs. What was highlighted was the
way the teacher was there, along with medical people, helping this kid on to
the next stage of support.
You pick obvious things, that the public may not be aware of,
beyond the good things that go on in classrooms and in playgrounds. You need to
look at the profession in amongst the other professions and work in with the
other professions and the community to get the job done. I do not think we have
done that.[72]
I have been in America and have seen some of the [television]
ads, like the Macdonald's ads which have got sports people - they have all
sorts of people. And it is not unsubtle; it is pretty direct in saying, 'Here
are successful people. Why are you successful? I am successful because of my
teacher.' [73]
The Committee supports the call by a number of witnesses for
a national media campaign aimed at raising the profile of the teaching
profession. While there was general support for such an approach the Committee
also notes the reservations expressed by some witnesses. These relate to:
- the greater rewards likely to accrue from media campaigns at the
local level
- the likely failure of a national media campaign conducted in the
absence of complementary actions to enhance teacher status, such as positive
political support
-
the difficulty of conveying through the media the complex nature
of teaching and the view, for example, that teachers' success should be
measured according to the distance they bring each individual student during
the course of a year, and not simply on the skills each student possesses at
the end of that year
- the need to ensure that teachers are involved in all aspects of
any national media campaign.
Teachers' career structure
Teachers consider some aspects of their current career
structures inimical to an enhancement of their status and professionalism.
Although career structures vary slightly from State to State they are broadly
similar and will not generally be differentiated in the following discussion,
which looks at salary levels, salary structures, feminisation and
casualisation.
Teachers' Salaries
Salaries were briefly discussed in Chapter 3, which
concluded that, while there has been a long term decline in both the relative
starting salaries for teachers and in the relative salaries of established
teachers (over the last twenty or so years) relativities have been broadly
maintained during the 1990s. The decline in teachers' salaries relative to
average weekly earnings in the period since 1974 is illustrated in Appendix 2.
The disadvantages suffered by teachers, relative to other
professionals with similar qualifications, relate not so much to their starting
salaries but to their compressed salary scale. This means that they reach the
top of their salary scale after nine years teaching. In this respect the teaching
profession compares unfavourably with many other professions which have both
more extended salary scales and more opportunities for promotion 'at the coal
face'. In terms of salary, a career in teaching becomes more unattractive the
longer you remain in it. These issues are examined in the following section.
The Salary Structure
Upon initial appointment a teacher's salary is in the range
$25,116, in Western Australia, to $31,409 in the NT (for three year trained
teachers). It then rises in annual increments to a maximum ranging from $42,570
in Tasmania (after 11 years teaching) to $47,504 in the ACT (after 12 years
teaching).[74]
Teachers' starting salaries in 1996 averaged $29,000 per
annum. This was above the median starting salary for graduates, which was
$28,000 per annum. It was well above the starting salary of pharmacy graduates
($21,000) but well below those of graduates in medicine and dentistry ($40,000)[75]
The Table below shows the comparative starting salaries for
bachelor degree graduates aged under 25 in first full-time employment in 1996.
Starting salaries for
graduates under 25 years of age, 1996
|
no. of graduates |
median salary |
rank in 1996 |
Dentistry
|
91
|
40.000
|
1
|
Medicine
|
416
|
40.000
|
1
|
Earth Sciences
|
147
|
35.000
|
3
|
Optometry
|
61
|
35.000
|
3
|
Engineering
|
1562
|
32.500
|
5
|
Computer Science
|
604
|
30.000
|
6
|
Mathematics
|
134
|
30.000
|
6
|
Veterinary Science
|
117
|
30.000
|
6
|
Physical Sciences
|
200
|
29.400
|
9
|
Education
|
1660
|
29.000
|
10
|
Social Work
|
139
|
28.900
|
11
|
Paramedical Studies
|
2419
|
27.500
|
12
|
Biological Sciences
|
723
|
27.400
|
13
|
Accounting
|
1445
|
27.000
|
14
|
Economics, Business
|
1771
|
27.000
|
14
|
Psychology
|
328
|
27.000
|
14
|
Law
|
521
|
26.500
|
17
|
Agricultural Science
|
227
|
26.000
|
18
|
Architecture and Building
|
272
|
26.000
|
18
|
Other Social Sciences
|
260
|
26.000
|
18
|
Humanities
|
921
|
25.000
|
21
|
Art and Design
|
230
|
24.000
|
22
|
Pharmacy
|
200
|
21.000
|
23
|
Source: Graduate Starting
Salaries, 1996, p 10
Teachers reach the top of their salary range by the age of
30 (assuming they begin their training from school). They remain at this level
until they retire unless they are promoted out of the classroom and into
administration. In this important respect therefore the current salary
structure acts as a disincentive for teachers to remain in the classroom. It
promotes the view that managing schools is more important than teaching in
them.
To "get on" in teaching, unlike most professions,
means getting out of professional practice. The career structure does not place
value on high quality teaching. It says, in effect, that teaching well is less
important than administration or management. Teachers who want to specialise in
teaching and to concentrate on improving their practice are made to feel that
they must forgo the idea of a career in teaching.[76]
After reaching the top of the incremental pay scale, at about 30
years of age, most teachers who wish to remain in a teaching position stay on
the same salary level until they retire. In short, teaching has been a flat,
career -less occupation.[77]
I think it is ludicrous that, to get reward and recognition in
your career, you actually move out of teaching and become an administrator and
you do less and less teaching as the years go by.[78]
The declining financial rewards of teaching over time
compared with those for selected other professions is illustrated in the
following table, which looks at starting salaries and salaries after six years
in the profession.
Occupation
|
1991 ($pa) |
1997($pa) |
1991-7 (%) |
APS Legal 1
|
27183 |
46300 |
70.3 |
APS Medical 1
|
39094 |
59009 |
50.9 |
Grad Engineer
|
26500 |
54500 |
105.7 |
Grad Accountant
|
31548 |
57804 |
83.2 |
Teacher
|
26718 |
40636 |
52.1 |
Source: AIRC, APESMA Cullen Egan & deil
The comparison shows that in terms of salary, teaching as a
career becomes more unattractive the longer you stay in the profession.[79]
Teachers’ salaries compare unfavourably with the average
salaries of other professionals, as illustrated in the following table.
Average Incomes for
Professional Occupations 1994
30+ AGE GROUP
|
|
Aver. $ p.a. |
Judges/Magistrates
|
93226 |
MPs/Councillors
|
85718 |
Spec. Medical Practitioners
|
73882 |
General Managers
|
69138 |
Dentists
|
67251 |
General Practitioners
|
65175 |
Public Policy Managers
|
63175 |
Commissioned Officers
|
62724 |
Mining Engineers
|
61525 |
Data Processing Managers
|
60378 |
Geologists/Geophysics
|
58293 |
Physicists
|
58188 |
Personnel/IR Managers
|
58188 |
Other Specialist Managers
|
56415 |
University Teachers
|
55894 |
Finance Teachers
|
55790 |
Secondary School Teachers
|
46196 |
Primary School Teachers
|
38012 |
Source: Stinson, R. "What Jobs pay?"
*Note: A Comparison of salaries for various
professions for people over 30 years of age based on 1994 ABS data.
When combined with other factors affecting teachers'
satisfaction with their jobs (as detailed earlier in the Report) poor
remuneration contributes to low retention rates.
Teachers reach a salary ceiling approximately 10 years into
their career. This is the point at which many teachers, especially female
teachers, leave the profession.
A number of measures have been suggested to overcome the
disincentives to teachers remaining in the classroom. The most widely adopted of
these was the concept of the Advanced Skills Teacher (AST). The AST was a new
classification system introduced in most jurisdictions in the early 1990s. It
was intended to provide a career path for high performing teachers who wanted
to remain in the classroom. The scheme failed. This was mainly because, in
effect if not in intention, it continued to reward teachers primarily for
duties conducted out of the classroom rather than for teaching within it.
Other factors contributed to its failure. These related to
confusion between industrial and professional issues surrounding its
introduction, lack of rigorous standards in its application, poorly regarded
merit promotion procedures and the very small financial rewards offered. As a
consequence, a study by Dinham and Scott[80]
concluded that levels of dissatisfaction were significantly higher among AST
teachers than among all other teachers.
The Advanced Skill Teacher initiative, while it held great
promise, has come to be seen as a failure. Opinions vary about the causes for
this. Certainly the original plan to proceed with AST2 and AST3 has not
eventuated, and AST1 has generally come to be regarded as another step on the
incremental scale, although the take-up rate varies around the country. The AST
scheme therefore has not achieved the goal of affirming and rewarding
outstanding teachers and encouraging them to see a career path in the role of
classroom teacher as highly skilled practitioner.[81]
Similar flaws are evident in the Professional Recognition
Program (PRP) which forms part of the Schools of the Future initiative
in Victoria. Again, the concept was sound. The PRP was intended to encourage
good teachers to remain in the classroom by rewarding them for highly developed
teaching skills. Despite its stated objectives the PRP has, in practice,
rewarded teachers for non teaching duties outside the classroom rather than for
teaching duties within it, just like the AST. It has thus diverted teachers'
time and energy into non-core tasks, especially administration.
Despite repeated promises, the Victorian system with which I am
most familiar, has not been prepared to 'recognise good teachers'. Put simply,
the last three career re-structures (all of which were heralded by claims of
the need to recognise and reward good teachers,) have actually encouraged
teachers to leave the classroom. Promotion to a higher step on the
career ladder, and hence better salary, requires taking on additional duties
and responsibilities. Almost inevitably these are accompanied by a time allowance
- classes off in which to complete this extra duty. Obviously, this is
completely contrary to the notion of keeping good, experienced teachers in the
classroom.[82]
Teachers reported [in a 1997 survey conducted by Ingvarson and
Chadbourne] that recent career structure reforms such as the Professional
Recognition Program in Victoria had exacerbated the problem because the only
basis for progression after the first nine or ten years is to take on extra
administrative work, with little time in which to do it, and with negative
effects on the quality of their preparation and teaching. The career structure
was, in effect, undermining the quality of teaching.[83]
The need remains for a new career structure, with aims
similar to those of the AST. Indeed the AST has not been abandoned everywhere.
Queensland, for example, retains the AST 1 classification and is considering
introducing an AST level 2 classification. In Western Australia, the Department
is to establish 300 level 3 teaching positions in 1998, to reward excellent
teachers and to encourage them to remain in the classroom.
Those teachers will stay in the classroom, they are going to
receive a salary equivalent to what is at the moment a level 3 administrator,
and there will be some release time, attached to the school where that teacher
is located, provided for that teacher to mentor other teachers or to assist in
the induction of a new teacher.[84]
Two issues will need to be addressed if career structures in
teaching are to be made sufficiently attractive to encourage high quality
students into the profession and to retain excellent teachers within it. One
relates to an overall increase in funding for teachers' salaries. This will be
necessary to ensure that starting salaries remain equivalent to those for similarly
qualified professionals and that salaries for experienced teachers reflect more
closely their teaching experience and professional development.
The second issue is the need to re-examine the way in which
financial rewards are offered in teaching so that they do indeed go to teachers
in the classroom for their teaching and not just for additional, non
teaching tasks. This need is recognised by teachers and education departments
alike and it should be possible to develop a system which overcomes the flaws
in earlier attempts to rectify the current unsatisfactory situation. Salary
restructuring would also provide an opportunity to reward teachers for
teaching- related tasks carried out in the classroom which at present are not
acknowledged in any formal way, such as mentoring of trainee and beginning
teachers. Its development could become a responsibility of the new national
teaching body, the establishment of which is recommended in Chapter 2.
The Committee RECOMMENDS that the new national
professional teaching standards and registration body establish clear levels of
advanced professional certification reflecting teachers' experience,
professional development and additional roles such as mentoring. Such
certification might be helpful in determining levels of remuneration for
teachers.
Efforts to reward good teachers should be assisted by our
increased understanding of what good teachers actually do and what
differentiates them from mediocre teachers. A different career structure, which
rewards teaching excellence, will also require greater attention to defining
and assessing teacher performance and greater accountability for the
maintenance of agreed standards. The Committee’s views on the issue of
standards and accountability were spelled out at the beginning of this Report
In teaching, the essential tasks remain similar throughout a
working life. In the Committee's view therefore it is essential that
opportunities are available to reward teachers and to allow them time and space
for reflection within the profession. Modification to the AST model represents
one possible approach. Another, suggested by many teachers, was to allow
teachers to forego 20% of their salaries over a four year period and then to
have a fifth year away from school, possibly but not necessarily, undertaking
some form of professional development. Such a scheme was introduced in New
South Wales in 1997.
Other recommendations in this Report, especially those
relating to the need to give teachers greater control over their work and to enable
them to concentrate their energies on teaching would do much to reinforce those
elements of the profession which teachers find most rewarding and would reduce
those factors undermining their enthusiasm and, in many cases, persuading them
into other careers.
There is also a case for separating negotiations on salaries
from trade offs on terms and conditions. It was claimed by a number of
witnesses that linking the two through enterprise bargaining has undermined
teachers' status and done little to improve their relative salary position.
(See Chapter 3)
Feminisation and the Career Structure
Teaching is a feminised profession, if one makes an
assessment on the basis of the percentage of the teaching force which is
female. In 1996 females constituted 64.4%[85]
of the total teaching force in primary and secondary schools, a pattern
consistent across government and non-government schools. A high proportion of
female teachers is concentrated in primary schools (76.6% in 1996). In
secondary schools the gender division is more balanced (52.6% of secondary
school teachers were female in 1996). There are also significant imbalances
between subject areas at the secondary level. For example, in 1994 only 42% of
secondary maths and science teachers were female.[86]
The disparities are most marked for school support staff
(such as teacher aides and assistants), 92% of whom were female in 1996. The
National Board of Employment, Education and Training drew attention to their
disadvantaged position in a 1994 Report.
School support officers are the most disadvantaged group in
schools. They are predominantly women, are the least well-paid, have fewest
career path options and have little access to training, inadequate articulation
of the work they do, little recognition in the community and weak tenure. At
the same time, they are an untapped resource for improving learning in schools.[87]
Given their total numbers in the teaching force, female
teachers are grossly under-represented in promotion positions. The following
figures give an indication of the extent of the disparity:
-
in Western Australia in 1993 there were 212 male principals of
level 5 government primary schools (from a male teaching force of 2328) and 12
female principals (from a female teaching force of 7898)
-
in Victoria in 1992 there were 668 male secondary school
principals in government schools (from a male teaching force of 10,791) and 163
females (from a female teaching force of 11,172)
- in 1996, 88.5% of women in the secondary sector in New South
Wales were in non promotional positions.[88]
Various reasons were suggested to the Committee for the
persistence of this gender segregation. Some of these related to systemic
barriers. These included, for example, employers' reluctance to acknowledge in
their employment arrangements at senior levels the disproportionate impact of
family responsibilities on women.
Presently it is impossible for Principals of schools [in New
South Wales] to gain approval for permanent part time work. As education is
still very strongly the domain of women, who still bear the brunt of child care
responsibilities, it is critical that permanent part time be introduced at the
senior levels to provide the incentive for women to balance a family life with
a senior leadership role.[89]
Some witnesses[90]
suggested that the movement to school based management, with educational
leadership positions now requiring accounting and marketing skills, has also
disadvantaged women who, to a greater extent than men lack training or interest
in these subjects.
It has been suggested that professions in which women
predominate are characterised by low salary and status[91].
This view was held by some witnesses in relation to teaching.
Teaching was once a respected profession. The demise of this
status is paralleled by the feminisation of the teaching profession.[92]
FOSCO is concerned also that the increasing feminisation of the
teaching profession may be contributing to a loss of status for teachers.
Although there is equal pay for men and women within the teaching profession
the majority of classroom teachers are women. The difference is less pronounced
at more senior levels and this inequity contributes to a view of teaching as
"women's work" and less intrinsically valuable than professions where
the gender balance is tilted the other way.[93]
Others disputed the link between feminisation and status.
The use of the word 'feminisation' of the teaching profession
can be misleading. Certainly the majority of workers in the system are female
and this percentage is growing. Women however, are under-represented in
positions of management in schools and systems. The fact that women have always
been under-represented in areas of senior management means that they have had
little influence and control over policy directions, the informal and formal curriculum,
the allocation of resources and the appointment and promotion of staff. With
women making only very slow inroads into positions of senior management, and in
some cases no movement, the education system remains in the control of men.[94]
Some witnesses supported the recruitment of more male
teachers to act as role models for boys.
I know from my experience of teaching for 25 years that young
boys need young men around in the school to relate to.[95]
... we now have a situation in society that we did not have 20
and 30 years ago, where we have all of these kids who live with Mum. They do
not have any male role model in their life at all. That is perpetuated in the
school. I think that is a concern, particularly amongst boys who are growing up
with no role models. I think there needs to be some encouragement towards males
taking up primary teaching, and junior primary teaching, otherwise it will have
some fairly significant effects on society.[96]
Others disagreed.
Men are not necessarily, because of their biological make-up,
automatically good role models.[97]
Having males in teaching does not necessarily ensure that we are
teaching our boys to be the sorts of boys that we want them to be. We have to
know what the aim of having men in teaching is and then ask how we will achieve
that. Because we have men in teaching does not ensure that boys will come out a
certain way. I would also question how much of an influence a male teacher
could have on a child's life, considering there are role models throughout our
society for children and most of them are male.[98]
The Committee would be concerned if the supposed link
between status and feminisation were used to support an argument for recruiting
more males to the profession. It considers this is far too simplistic a solution
to a very complex problem and further, that it might be interpreted as
suggesting, implicitly if not explicitly, that women teachers are less valuable
than their male colleagues.
In the Committee's view the profession should be attempting
to attract the best and most suitable people into the profession, regardless of
gender. If teachers mirror more accurately the society in which they operate -
in terms of gender, class and ethnicity - so much the better. But teaching
ability must remain the primary consideration.
Where particular barriers can be identified to the
recruitment and retention of male teachers, for example fears of litigation,
these should be addressed, to the extent that it is within employers' power to
do so. In the same way, barriers to women's promotion within the profession
should also be addressed.
Our focus should be on reestablishing and reasserting the
value of education and of those who practice it, and of recognising and
rewarding the skills good teachers bring to their task. A rise in status will
follow. In this context, undue emphasis upon gender issues is, in the
Committee's view, a diversion from the main game.
Casualisation and the Career Structure
Casualisation of the teaching profession is most marked in
Victoria, especially in the TAFE sector where over 40% of teachers are now
employed on a temporary or casual basis. (In 1995, 57% of the Victorian TAFE
teaching service was employed on a permanent basis.[99])
This figure is likely to have declined since that date.
In the school sector also Victoria has the dubious
distinction of leading the trend to casualisation, with predictable
consequences for teacher morale. Indeed, with passage of the Public Sector
Management Act in 1993, permanency was effectively abolished in the Victorian
Teaching Service for all new teachers. But the move to casualisation has not
been confined to Victoria. For example, in the ACT:
There has been a shift away from offering teachers permanent
employment towards hiring on a one-to-three year contract system. Teachers
employed on these terms have no job security and are becoming a pool of people
within a school who can be expected to take on additional extra workloads to
enhance their chances of being re-employed the following year. When such people
keep working at this rate for several years and do not perceive that they have
come any closer to gaining permanent employment, they become disillusioned with
the system and with teaching itself.... and leave teaching if another job
becomes available.[100]
The most damaging consequences of the move away from
permanency of employment are on the most vulnerable teachers - those beginning
in the profession.
A significant number of new teachers enter the profession in
less than ideal circumstances. Many teachers begin with one day emergency
teaching opportunities and some more fortunate have short- term positions (one
month to one term). This is not a good introduction to their career and limits
the impact these people could have in schools with their enthusiasm, skills and
abilities.[101]
The IEU views with concern evidence of increasing casualisation
in employment contracts in the non - government sector, particularly for young
teachers. Whilst this trend is reflected in other occupations, the IEU believes
that the costs it may save in terms of the denial of accrued benefits to
employees, are outweighed by the lack of stability that the profession should
engender in both students and teachers.[102]
Increasing reliance on casual teaching staff is detrimental
to the interests of both teachers and students. Both suffer because they cannot
establish the relationships on which good teaching and learning depend.
Frequent changes of teaching style and personality are disruptive for students,
especially those of primary school age. For teachers, frequent changes of
school increase work load as they may be thrown at short notice into subject
areas with which they are unfamiliar. They add to stress as teachers are denied
the opportunity to build up supportive networks with their colleagues. Increasingly,
departments are employing casual teachers for the school year, terminating
their appointments in December and re-employing them in February, thus saving
salary costs but forcing teachers to find other temporary work.
The Committee heard evidence of young teachers in rural
areas being unable to accept short term appointments (of a term or less)
because they could not afford the costs associated with frequent transfer.
There are frequently advertisements in the state paper for
contract teachers that run four and five weeks at a time. Teachers are not
prepared to go out into the country. One of the contributing factors to this is
that there is not a removals allowance. It is up to the individual to pay their
relocation expenses. If you are a contract teacher working in four different
locations across the country in one year, that can be a considerable expense.
Many new graduates simply cannot afford to take up the short -term vacancies -
it is not financially viable.[103]
The Queensland and New South Wales education departments
were both anxious to distance themselves from the trend to casualisation
evident in other jurisdictions.
We are maintaining full-time permanent jobs at a higher rate
than other states are doing. That is a commitment we have given. Indeed, we
have a motion of the parliament in this state guaranteeing teachers' jobs.[104]
In terms of employment practices we are not moving to
casualisation of the teaching service.[105]
While the Committee recognises the need for a proportion of
teachers to be employed on a casual basis so that departments are able to
respond flexibly to changing demands upon schools, for example through illness
among permanent teachers, it can see no justification for the very high rates
of casualisation now in force. Casualisation on this scale is a serious
deterrent to attracting good students into the profession and to retaining them
in it. The National Commission on Teaching & America's Future is just one
of the authorities to point to the necessity of tenure for teachers, provided
that they can demonstrate their competence. The National Commission dismisses
as one of the major myths of teaching the suggestion that tenure is a means of
protecting incompetent practitioners.[106]
Nor can casualisation be justified on purely economic
grounds. The financial savings from widespread casualisation are minor in
comparison with the financial loss through large scale defections from the
profession of trained teachers. This is quite apart from the non financial
costs of lower student outcomes, from heavy reliance upon casual teachers. The
Committee regards the move to casualisation as a serious threat to teachers'
status and professionalism. It is particularly unjustifiable at a time of
predicted increases in school enrolments and predicted decreases in teacher
supply. It is contrary to our governments' stated commitment to improving the
quality of teaching and to moves in countries like Britain and America to focus
attention on education through investment in teachers.
The Committee RECOMMENDS a reversal of the trend to
casualisation of the teaching force.
The Committee RECOMMENDS that the Commonwealth Government
institute research on the level of casualisation necessary to provide employers
with reasonable flexibility while safeguarding the interests of teachers.
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