Results of UCAC's Working for Longer Survey

UCAC is extremely grateful for the responses received from a cross-section of class teachers, leaders and headteachers of all ages and across all sectors. The decision was almost unanimous that it would not be possible to continue 'to work until I am 68 years old’ along with recognition of the fact that it would be difficult to secure alternative employment in education.

 

Consideration was given to the challenges of working until older including workload, working long hours and all the changes in education. One respondent expressed their frustration in feeling that they wouldn’t be able to offer ‘the same fairness and commitment' in a climate where 'the expectations are changing' and where 'it is data that is important now, not the children’. Some of the comments were harrowing: 'people of 68 years of age do not have the energy or the physical ability to teach children and young people to their full potential. Despite the fact that I am in my twenties, and enjoy teaching and making a difference to the lives of children in Wales, I already feel that it is having an impact on my mental health because of the pressure of work, the workload, and the pressure to achieve levels'.

 

One respondent referred to the inconsistency with regard to the 'unrealistic political expectations and what it is possible to achieve in a classroom'. Several respondents mentioned working for more than 60 hours a week but 'despite that still feeling as though I haven’t done enough by the end of the week. That can’t be sustainable up to 68 years old’. According to one respondent 'teaching requires energy, an element of performance, long hours of marking and preparation after work. Doing this in my thirties is very tiring and doesn’t allow for an acceptable work-life balance.  Expecting this to continue until I am 68 years old is laughable at best – it is entirely impractical and unfair’.

 

The survey considered employment practices which could support teachers to work for longer and there was support for reducing working hours, increasing Planning, Preparation and Assessment time (PPA) and phased retirement. However, an element of frustration resulted from lack of clarity in relation to the possibilities with regard to the Teachers’ Pension Scheme and the limitations of the pension scheme. It is interesting to note the perception that prejudice against these teachers exists and that there is no good practice within schools to support teachers as they get older. Considering the responses and the experiences of UCAC’s field officers, it is evident that the field of education has not addressed supporting teachers with disabilities.

 

Once again, we are extremely grateful to our members for contributing to a discussion which is so crucial to the profession. We will update you with regard to the discussions which will recommence at the end of June.