How could schools modify classroom observations to alleviate teacher stress and retain their staff?

Teachers frequently list classroom observations as one of their top sources of stress also affecting teacher retention. 


In a recent study, 41% of National Education Union members indicated that they intended to completely leave the sector, indicating that there may be a “significant degree of churn” in the profession. It may be simple to understand why teacher retention and recruitment are making news when you combine classroom observations with the pandemic’s effects on classroom behaviour and learning.


How might schools address this to raise morale, improve standards and keep their staff?



It’s time to reconsider professional development training in schools

It’s more crucial than ever to support teachers’ potential and provide them the time and space to self-reflect and continue their professional development because more teachers are feeling unappreciated, under pressure, and less ready to endorse teaching as a vocation. Teaching is difficult labour that appears deceptively simple, and this can cause people to ignore the skill that goes into teaching and enabling learning, according to the 2021 Global Report on the Status of Teachers. 


According to studies, teacher professional development programmes that are precisely tailored to each individual teacher’s needs are the most effective.

Like so many other things in life, context is king.

How can we deliver school improvement on a budget?

As schools are still dealing with the pandemic’s effect on students’ education and mental health, funding constraints pose a severe threat to the delivery of high-quality education. 


This article discusses what actions can schools take to ensure that teachers can continue to provide quality education and meet school improvement targets?