A recent implementation of a nine-day fortnight by an academy trust has demonstrated significant improvements in teacher wellbeing while also achieving notable financial efficiencies. However, some educators expressed feelings of being overwhelmed by the compacted schedule, according to an analysis of the program.
Additionally, a research paper released today by the Education Endowment Foundation (EEF) indicates that incorporating benefits such as increased planning time and healthcare coverage in teacher job postings can be as appealing to potential candidates as a 10% salary increase.
The issue of teacher retention continues to pose a substantial challenge, with over 10% of teachers leaving within their first year and around 27% departing within three years of entering the profession.
At the same time, recruitment efforts for initial teacher training have persistently fallen short of government targets, further complicating the landscape.
Positive Impact of the Nine-Day Fortnight
The EEF has released several reports that evaluate the effectiveness of various strategies aimed at improving recruitment and retention in teaching.
Among these reports are initial findings from a flexible working initiative at Dixons Academies Trust, which revealed that educators experienced enhanced wellbeing and work-life balance when participating in the nine-day fortnight program.
This trial allowed teachers to have one day off every other week while maintaining their full salary.
Research conducted by the Ambition Institute and IFF Research indicated that the majority of staff embraced the new policy.
Challenges Faced by Some Educators
While many educators reported feeling better in terms of wellbeing and enjoying extra free time and financial savings, some indicated that they felt overwhelmed by the intensified pace of the work schedule.
It was noted that many leaders opted to utilize their non-working day for work from home rather than as intended time off. Despite this, leaders reported unexpected mental health benefits from the arrangement.
However, early career teachers (ECTs) expressed concerns about having less access to mentorship and developmental opportunities under this new scheme.
Furthermore, some non-teaching staff felt demoralized and excluded from the benefits of the policy.
On the positive side, students generally remained unaffected, with some reports suggesting improved teacher-student relationships and exposure to diverse teaching methodologies benefiting pupils.
Timetabling emerged as a consistent challenge, with schools adopting varied implementations of the nine-day fortnights. Many found that this did not lead to a proportional reduction in teachers’ workloads, often resulting in condensed hours instead.
Alongside this, a new study led by Professor Becky Allen from Teacher Tapp and a team of researchers examined the attractiveness of teaching positions to potential candidates.
Benefits That Rival a 10% Pay Increase
This research analyzed responses to job advertisements and employed statistical methods to evaluate which benefits significantly impact applicants. Approximately 6,000 teachers and 400 headteachers across England participated in the survey.
The findings revealed that teachers placed a high value on tangible perks mentioned in job listings, such as increased planning, preparation, and assessment (PPA) time, smaller class sizes, and access to free healthcare.
When these benefits were included in job advertisements, their appeal was comparable to a 10% rise in salary.
While some of the most attractive options, like considerably smaller class sizes, are costly, the report noted that investments could be better allocated towards salary increases.
It also emphasized that offerings like healthcare packages, childcare subsidies, and flexible working arrangements are often more cost-effective and likely to influence application decisions more than salary increases for many teachers.
Addressing Recruitment Issues in Disadvantaged Schools
The research highlighted the unique recruitment hurdles faced by disadvantaged schools, revealing the significant financial incentives necessary to attract teachers to these environments.
Surveyed teachers indicated they would require an average salary increase of £6,250 (13%) to consider applying to a school with a similar demographic profile. For schools with higher free school meal (FSM) rates, an additional £115 per FSM percentage point was identified as necessary to entice applications.
Emily Yeomans, co-chief executive of EEF, remarked, “These findings underscore the importance of targeted, evidence-based strategies to address teacher shortages, particularly in disadvantaged schools. By sharing what the evidence suggests is effective, we aim to assist policymakers in developing more sustainable solutions.”
