6 signs it might be time to find a new teaching job

What motivates you to look for a new teaching job? This article examines six key reasons for seeking change in your teaching career, whether it's for new opportunities or to find a better work-life balance.

8 mins read
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about 1 year ago

​Is your teaching role still giving you that 'Love Mondays' feeling? If not, it could be time for a change. Your experience and skills are far too valuable to stagnate in a job that no longer brings you joy.  

It's no secret that teachers are challenged by many circumstances both inside and outside the classroom, and many may wonder about their long-term prospects in the profession.  

Difficulties in recruiting and retaining teachers can add pressures on existing staff, and classroom numbers, unruly pupil behaviour, Ofsted visits, and changes to the curriculum all take their toll on teacher wellbeing, which in turn can impact educational standards. 

That said, teaching is still one of the most rewarding careers, in more ways than one: it provides the chance to inspire the next generation, contributes to the success of the wider school community, and is well compensated, with great benefits including a robust pension and several weeks' holiday each year. 

Teachers switch schools or roles for a lot of reasons, but to understand the main motivations, we asked teachers why they would consider looking for pastures new: 

Symptoms of burnout and feeling unsupported 

Everyone deserves fair treatment and to feel valued at work. In the face of relentless pressures such as overwork, it can be challenging for even the most experienced of teachers to maintain professional standards and a positive attitude. A pay rise will not make ever-increasing workloads easier to bear, change workplace culture, or improve how you feel day-to-day.  

If you have already raised your concerns with senior leaders, and how it’s affecting your abilities to do your job, it may be time to look for a new role at a school that demonstrates more commitment to teacher health and wellbeing. It’s important to note that stress and burnout can cloud our judgment, impact our decision-making, and make situations seem worse than they are. Before leaping, talk to a career coach, counsellor, or colleagues to help you gain clarity and perspective. They may have experiences, ideas, and solutions that may help resolve your most difficult issues. Prioritising your health trumps all but avoid making rash decisions.  

Limited opportunities for career development 

The job may be good, the school right, but career progression seems lacking. Promotion - or the experience needed to gain it – might lie elsewhere. While it's common for teachers to want to put down roots early on in their careers, a fresh start can bring fresh opportunities. Consider different types of schools that may provide a new challenge to hone your skills - could you learn more in an inner-city school than a rural one, broaden your experience at a school in special measures, or find more reward working in a SEND school? It could even just mean moving to a larger school with more students. 

With all the pressures facing teachers across the sector, it can be tempting to stay put if colleagues and workplace culture are good. However, all teachers should be encouraged to spread their wings and engage in professional development, increasing skills in communication, classroom technology, behavior management, and listening. If there is resistance to your ideas to take on extracurricular responsibilities, such as organising clubs and societies, you may find more opportunities at another school. Similarly, suppose you have aspirations to become a headteacher but are not encouraged to advance in your career or don’t see any likelihood of promotion. In that case, it can help to research what other local schools have to offer before making a decision. 

Feeling stagnant 

Have things become stagnant? Are you just going through the motions? Most teachers love inspiring and motivating students, but it's no reflection on your abilities if you find yourself less than eager to start your day as when you first began the job.  

Teachers often end up going above and beyond, either through the general business of the school or through establishing, or overseeing, extra-curricular activity. Wider involvement in the school and helping to forge links with the local community is a big part of being a teacher. It not only serves the school and students but increases feelings of job satisfaction through a shared sense of belonging and goals. If these opportunities aren't available in your current role, it could be time to move on. 

Remember, it’s impossible to love your job all the time. Could it be that you just need to try something new – perhaps exploring different teaching methods, collaborating with colleagues to shake up routine tasks, offering to mentor a new teacher learning the ropes, or undertaking PR activities to enhance the reputation of the school – perhaps through a school project or charity challenge. 

If you feel you know your job inside out and have explored every avenue to retain your interest in the role, it may be time to consider options elsewhere. You may be many years into your time at a school or you might be disillusioned after only a few terms. Change can be scary but also exhilarating – and help you to fall in love with teaching again. 

The school’s values don’t align with your own 

It can be tough to work against your principles or in conditions that see you constantly at odds with senior leadership decisions. Cultural and philosophical alignment is crucial in teaching as it directly influences job satisfaction, professional fulfillment, and the effectiveness of the teaching-learning process. A school's culture encompasses its values, traditions, and overall atmosphere, while its educational philosophy outlines the principles guiding teaching methods and approaches. 

Cultural alignment ensures a harmonious work environment. When educators share values and beliefs with their colleagues and the institution, it creates more cohesive teams, ultimately benefitting both teachers and students. 

Alignment with the educational philosophy of a school is paramount for effective teaching. Teaching methods, assessment strategies, and the overall approach to education can vary widely between institutions. When educators resonate with a school's educational philosophy, they are more likely to feel supported and motivated to implement its practices. This alignment promotes a seamless integration of teaching strategies, creating a unified and effective learning experience for students. 

Furthermore, cultural and philosophical alignment contributes to professional growth. Educators who share a common vision with their school are often more motivated to engage in professional development opportunities offered by the institution.  

School leaders are resistant to innovation 

Are you frustrated by the lack of interest to explore new technologies in school? Perhaps there’s a fear of AI that has lost senior leaders’ confidence in tech tools. Keeping a mindset of innovation in schools is crucial in order to meet the diverse needs of students and prepare them for the challenges of the future. 

Innovation should be part of the school environment. It allows teachers to stay abreast of advancements in pedagogy and technology through new teaching methods and tools to enhance the learning experience, making lessons more engaging and relevant. Schools that encourage innovation often provide professional development opportunities, empowering teachers to experiment with novel approaches in the classroom. 

Innovation can also improve teacher adaptability. With societal and technological changes influencing education, teachers must be equipped to adapt their methods, and be sure they are a step ahead of students who will be immersed in technology beyond the classroom. All teachers will feel undermined if they can’t answer children’s questions about existing technology or aren’t familiar with the social media platforms or other tools children use to communicate and learn. An innovative mindset encourages a willingness to experiment, learn from failures, and continuously refine teaching strategies to remain effective. 

Feeling overwhelmed or under-challenged by the size of the school or classroom

Not every teacher is suited to a challenging environment, managing behavioural problems or large classroom sizes. By the same token, others will find a large school a positive test of their skills and character.  

The size of a school or classroom plays a pivotal role in a teacher's happiness and effectiveness. Smaller class sizes allow for more personalised interactions, where teachers can better understand individual learning styles, address specific needs, and provide tailored support. This approach also helps teachers build stronger connections with their pupils. 

Managing a smaller class often translates to fewer discipline issues. Teachers can devote more time to cultivating a positive and inclusive classroom culture, as they can address behavioural concerns promptly.  

Likewise, smaller schools often offer more collaborative and close-knit communities. Teachers have increased opportunities to engage with colleagues, share ideas, and collaborate on projects. This sense of community can lead to a supportive network, facilitating the exchange of innovative teaching methods and best practices. 

On the other hand, larger schools or classrooms may provide more diverse resources and extracurricular activities. However, the challenge lies in maintaining a sense of individual connection and addressing the unique needs of each student in a larger setting. 

It's good to try different types of school environment if you are undecided, as this can make you a more rounded teacher, able to handle different situations such as classroom behaviour or making your voice heard in a large school. Every teacher has a different ideal and choosing the right school for you is an important factor in ensuring the best interests of pupils. 

Looking for a fresh start in teaching? Working with a specialist recruiter can reignite your passion for teaching. We have lots of open roles and are top of the list when it comes to September recruitment. Speak to one of our specialist consultants today.

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Coaching for intersectional inclusion
9 mins read
  1. Article

Coaching for intersectional inclusion

​​Everyone has multiple layers to their identity, and no one is one label. There are other aspects of their identities to consider, and no one should be put in a box. Many businesses, which celebrate Pride Month, for example, are perceived as not doing enough for people who are underrepresented in more than one way.

Recent research by Culture Amp in ‘The Workplace Diversity and Inclusion Report 2024’ found disabled women and black women are more doubtful of their employers’ equality, diversity, inclusion and belonging (EDI&B) efforts than any other group.

This is likely because women might feel their entire identity and additional barriers aren’t being considered, if they are part of more than one underrepresented group. Some employers’ initiatives provide a base-level overview of inclusion for women, but they might only explore the perspectives of white women, for example, or women in general, with no specific solutions explored for LGBTQ+, disabled or black women, for instance. Each may have very different experiences of what it means to be a woman.

Coaching people within your organisation can help leaders and employees gain a deeper understanding of intersectionality and why it’s important. We interviewed Mary-Clare Race, CEO of Talking Talent, for her insight and best-practice tips on all things coaching and inclusion.

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Q: What's the difference between coaching, mentoring, and other types of training, especially when it comes to equality, diversity, inclusion and belonging?

A: These terms are often used interchangeably in the world of talent development, but we see a clear distinction between them that is especially important when it comes to EDI&B.

In a training situation, the primary goal is typically to transfer knowledge from the facilitator to the participant, to raise their awareness and understanding of a particular topic or skill and provide them with practical tips on how to put that skill into action for themselves.

In a mentoring situation, there is also an element of knowledge transfer, but in a more personalised, relationship based, one-to-one situation where the mentee is paired up with a more experienced mentor who is there to provide them with support, advice and guidance.

Coaching takes the relationship-based approach one step further and focuses on supporting and facilitating the coachee to actively step in and facilitate their own outcomes. It is not about giving them the answer but rather supporting them to find their own answer, their own way forward.

At Talking Talent, we favour a coaching-led approach because it enables a deeper level of behavioural change. The coachee must be actively engaged and motivated to do the inner work on themselves and the coach is there to hold them to account. However, there is a role for all three approaches when it comes to solving EDI&B challenges and real power in combining all three.

Q: How can coaching help businesses become more inclusive and diverse?

A: If you look at what it takes to really move an organisation forward with their EDI&B strategy, we believe you've got to take a systemic approach and build inclusion into your culture and in how people behave every day.

There are several ways coaching can help with this:

Leadership behaviours: by working with a coach, leaders become more aware of their own biases, preferences and how their own identity shapes how they show up as a leader. The coach can help them develop the skills needed to foster a culture of inclusion and hold themselves and others accountable.

Developing talent: in many organisations there are pockets of talent who have been overlooked because of some aspect of their identity. Coaching-led programmes can support under-represented talent to thrive and overcome what may be holding them back so they can fulfil their true potential. And by offering coaching-led programmes that address the unique needs of underrepresented individuals, organisations demonstrate their commitment to supporting the needs of all their employees - thus driving retention and engagement levels up.

Improving culture: at the heart of culture change is the need to move behaviours forward at an organisational level. We believe coaching is the most powerful way to do this for an organisation - by helping individuals and groups develop the self-awareness, emotional intelligence and relational competency to work effectively in diverse teams and build inclusion into the culture.

Q: In your experience, why are diversity and inclusion initiatives so important to organisations and their talent attraction and retention?

A: In our industry, there's been significant backlash against EDI&B efforts, particularly in North America, and this sentiment seems to be growing globally. The issue often lies in viewing EDI&B initiatives as separate from core organisational culture. For me, EDI&B is about creating an environment where every individual, regardless of identity, can thrive and contribute fully. This isn't just about ticking boxes – it's critical for attracting and retaining talent, and crucial for overall business performance.

Ultimately, EDI&B isn't merely an add-on; it's integral to effective leadership and to building success at all levels of your organisation. It's about fostering authenticity, encouraging diverse perspectives, and empowering individuals to contribute their best work. These principles are essential for any business striving to maximise performance and leverage a diverse talent pool, regardless of their specific commitments or strategies. It's about creating a workplace culture where everyone can succeed and where the organisation benefits from the full potential of its people.

Q: Who should be coached in inclusion and diversity within an organisation? And why?

A: When considering who should be coached in inclusion and diversity within an organisation, it's crucial to view these efforts as integral to successful business practice. While not everyone needs individual coaching, it's essential to ensure all members of the organisation are engaged in the journey towards inclusivity.

For leadership teams, coaching can be particularly impactful in fostering a culture where inclusion is actively cultivated and practiced. Leaders can learn to demonstrate inclusive behaviours and set the tone for the entire organisation.

Additionally, focusing coaching efforts on groups that have historically faced barriers – such as women, marginalised ethnicities, or neurodivergent individuals – can be highly beneficial. By addressing systemic challenges these groups face, organisations can promote fairness and unlock their full potential.

Ultimately, the decision on who to coach should be informed by the organisation's current state and readiness for change. A tailored approach ensures that coaching initiatives align with strategic goals and create meaningful impact across the entire workforce.

Q: To what extent is intersectionality considered in your coaching and why is it important?

A: This is one of the reasons why coaching is so effective, because intersectionality is really about the need to recognise we are all more than a set of labels. We have a lot of different aspects of our identity that intersect. Our gender, race, age, sexuality, social background, neurodiversity etc. are all important elements to consider. And it's important to consider the unique experiences individuals have, particularly when they have one or more identities intersecting, and where there might have been barriers against people with those identities.

That's key in our coaching approach, because coaching allows you to meet the individual where they are. It's not so much that we are coaching people about intersectionality, but we're really considering the unique person that comes into the coaching experience.

And the risk of not doing that is you put people in a box, and it can be further disenfranchising for them because they're thinking, "Well, actually, I'm being given this opportunity as a woman, but it's not taking into account all of these other aspects of my identity that are intersecting with it and I am being required to leave that part behind."

By failing to consider intersectionality in a coaching situation you can, in fact, make the situation more difficult for the coachee.

Q: You’re teaching others to be inclusive, but how does your organisation ensure it's walking the walk, not just talking the talk?

A: It's something we're very passionate about obviously, we have our own DE&I council, which is chaired by myself as a CEO, in partnership with our Head of People, and HR.

We are actively looking at all aspects of our culture in terms of how we build inclusion, and how effective our leaders, policies and processes are. Do we feel that they're fair? Is there any way in which we're discriminating against certain groups? Whether that's in our recruitment processes or in how promotions happen or how opportunities are given within the business – and we make that very much a managerial responsibility.

We're also constantly looking at our own metrics and where we need to be rebalancing our employee profile. So, across all aspects of diversity, it's a big focus for us.

And we have a DE&I strategy and plan that we're working to with the support of a council which is made up of different members of our workforce.

Q: What advice would you give to those companies that maybe can't afford coaching services in EDI&B? What can they do themselves to make improvements?

A: For companies facing budget constraints and unable to invest in external coaching services for EDI&B, there are practical steps they can take to drive improvement internally.

Exploring alternative coaching methodologies can be effective; options like group coaching sessions or coaching circles, facilitated by peers, harness collective insights and promote shared learning.

Additionally, companies should leverage existing coaching resources and talent internally. Assess whether there are individuals within the organisation who possess coaching skills or can be trained in coaching as part of leadership development initiatives.

Talking Talent, for instance, has digital offerings that are coaching-led and digitally enabled, making them accessible and scalable for organisations looking to expand their impact