The teaching profession is facing a significant crisis as increasing stress levels push educators away from their roles. Recent conversations with former colleagues have highlighted the growing pressures that modern-day teachers experience, particularly in core subjects like English and mathematics. This trend threatens not only the retention of experienced educators but also the quality of education for students.
Reflecting on personal experiences, Donald Murray, a former English teacher at the Nicolson Institute in Stornoway, recalls the early days of his career when he and his colleagues worked tirelessly to manage their workloads. Murray remembers a significant campaign led by his fellow educator, Mary McCormack, who advocated for a reduction in the teaching burden on English instructors. Despite her efforts, which were vocalized at national conferences, the desired changes were not realized before her untimely passing.
In current times, the demands on teachers have shifted dramatically. A survey conducted years ago revealed that Murray’s teaching workload was among the highest within the local authority. This situation is not unique; many educators across the country are now reporting similar experiences. The increasing complexities of classroom management and student engagement have compounded the stress levels faced by teachers.
Today, while assessments and exam structures have become less content-heavy than they were a decade ago, teachers find themselves grappling with a different set of challenges. Many students spend less time reading and writing, opting instead for screen time, which has impacted their attention spans and overall learning engagement. This shift is concerning not only for students but also for teachers, who must adapt their methods to accommodate changing student needs.
As Murray notes, the pressures on teachers have intensified in recent years. The workload has transformed, with many educators now feeling overwhelmed by the sheer volume of marking and administrative tasks. The impact of these demands often leads to teachers leaving their positions entirely, unable to cope with the new realities of the job. This trend is particularly evident in subjects like English and mathematics, where the stakes for student performance are perceived to be higher.
The ongoing struggle for work-life balance in teaching is evident. Many educators find that their ambition to advance in their careers is stifled by the overwhelming demands of their current roles. Murray emphasizes that the exhaustion felt by many teachers limits their ability to aspire to promotions or take on additional responsibilities.
Despite the evolution of educational practices, the need for advocacy remains critical. Murray reflects on the importance of McCormack’s campaign for reduced pupil contact hours, recognizing that while the nature of teaching has changed, the need for manageable workloads is just as relevant today.
As educators continue to navigate these challenges, Murray plans to connect with teachers during his upcoming visits to Ontario, Canada, and South Island, New Zealand. He welcomes discussions about the teaching profession and its evolving landscape, highlighting the shared experiences of educators around the world.
The current climate for teachers necessitates urgent attention and action. Without addressing the growing stressors in the profession, the educational system risks losing valuable talent and undermining the future of student learning.
For those interested in sharing their views on the state of education, the Shetland Times is seeking new contributors for its opinion column. Interested individuals can reach out to editor Andrew Hirst at [email protected] for more information.
