Creating coherence to manage workload and wellbeing in ITT
Written by: Henry Sauntson
10 min read
Henry Sauntson, Director, Teach East SCITT, UK
Teaching might be a profession in trouble. Recent statistics indicate that more than 10 per cent of those who attained QTS in 2019 left teaching before the end of July 2020, and nearly 40 per cent leave in their first five years (DfE, 2021); research cited by Gorard et al. (2021) shows that premature departure from the profession can be attributed to the lack of adequate preparation for dealing with and managing the workload and the associated stresses that come with teaching. If this is the case, we must ensure that, from the outset of their career, a teacher is prepared for the challenges that they may face – a form of pre-mortem, if you will.
Dreyfus and Dreyfus (1980) tell us that ‘anyone who wishes to acquire a new skill is immediately faced with two options’: imitation and ‘floundering trial and error’ or ‘seek[ing] the aid of an instructor’ (p. 1). We must acknowledge that, within teaching, the management of work
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