Tackling ethnic disparities key to hitting recruitment goals, NFER finds

Tackling ethnic disparities in teacher recruitment and retention could “significantly” help the government meet its pledge to recruit and retain 6,500 teachers, new research has found. A report by the National Foundation for Educational Research (NFER), funded by Mission 44, suggests that changes in recruitment and retention could yield up to 3,000 additional teachers each year. It found that if UK-domiciled applicants from ethnic minority backgrounds were accepted onto postgraduate teacher training courses at the same rate as their white counterparts, the system could train around 2,000 more teachers per year. In addition, retaining ethnic minority teachers in state-funded schools at the same rate as white teachers could lead to a further 1,000 teachers remaining in the profession annually. The research examines disparities at three key stages: entry into initial teacher training (ITT), retention in the state sector, and progression to leadership roles. According to the NFER, rejection rates for ITT among UK-domiciled applicants from ethnic minority backgrounds remain “significantly higher” than for white applicants, even when controlling for age, qualifications, and socioeconomic background. Adjusted analysis shows the rejection rate gap between white applicants and those from Asian backgrounds is 14%. For applicants from black, mixed and other ethnic backgrounds, the gaps are 18%, 6% and 18% respectively - equivalent to 1,400 to 1,700 fewer trainees per year. The report also highlights that teachers from Asian and black ethnic backgrounds have a “significantly higher intention” to apply for promotion than their white counterparts, even after controlling for differences in characteristics. According to the NFER, if teachers from all ethnic backgrounds had similar roles, workplace experiences and demographic characteristics, the intention to apply for promotion for teachers from a black ethnic background would be 17% higher than those from a white ethnic background. For teachers from an Asian ethnic background, this would be 12% higher than their white counterparts. The report also found that teachers from a black ethnic background were more likely to report experiencing bullying and harassment in the past year, as well as more likely to feel undervalued and cite a lack of support from senior staff as a reason for considering leaving the profession. Teachers from an Asian ethnic background were less likely to consider leaving than their white counterparts but slightly more likely to report bullying and harassment. NFER school workforce lead Jack Worth said: “Our research suggests that removing bias in teacher recruitment, retention and promotion is essential to ensuring we have the most capable and qualified teachers. Through tackling inequalities, the government could substantially improve persistent long-term recruitment and retention issues. “However, equality improvements to recruitment and promotion processes must be accompanied by a genuine commitment to inclusion. It is insufficient to improve equity in recruitment to teaching and leadership, if individuals are not subsequently supported, respected and valued in these roles.” Mission 44 CEO Jason Arthur added: “We welcome the government’s recent commitment to work with Mission 44 and our partners to build a teaching workforce that better reflects the diversity of our country. “Ensuring that talented individuals from all backgrounds can not only enter the profession, but thrive within it, is essential if we’re serious about solving the recruitment and retention crisis – and delivering an education system where every young person can succeed.”

Tackling ethnic disparities key to hitting recruitment goals, NFER finds

A report found that retaining ethnic minority teachers in state-funded schools at the same rate as white teachers could lead to a further 1,000 teachers remaining in the profession annually

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