Experiences of teachers, 2nd year in post

The Becoming a Teacher study is a six-year longitudinal research project (2003-2009) exploring beginner teachers’ experiences of initial teacher training, Induction and early professional
development in England. This report presents findings relating to beginner teachers’ experiences of their second year in post.

Key points:
- Primary school teachers were less likely to report teaching Year 6 classes (the year group associated with the Key Stage 2 National Tests) than other year groups within the primary phase. In contrast, the percentage teaching Year 11 (i.e. the GCSE year) was the largest across the secondary phase.
- Over two-thirds (68%) of primary school teachers reported being a subject coordinator during their second year of teaching. Those teachers who held this role were, on average, younger than those who did not.
- A quarter of teachers working in secondary schools reported acting as a form tutor during their second year of teaching and nine per cent as head of department.
- Teachers working in schools perceived to be ‘in difficulties’ were more likely to report taking on the roles of form tutor and head of department than those not working in such schools.
- Secondary school teachers were more likely than primary school teachers to report having ‘covered classes’ for other teachers, to have taken part in ‘extra-curricular activities’ and to have ‘taught pupils with challenging behaviour’ during the school year. Primary school teachers were more likely than those working in secondary schools to report ‘taking pupils on school trips as part of the curriculum’.
- Younger teachers were more likely than older teachers to report being involved in ‘discussions about the goals and policies of your school/department’, ‘formal discussions about the allocation of financial resources’ and ‘formal discussions on any whole-school issues with the head teacher’.
- Just under a third of teachers (30%) reported working up to ten hours per week on top of their (timetabled) school day, a third (32%) between 11 and 15 additional hours, and over a third (37%) 16 or more additional hours.
- Teachers working in schools reported as ‘high in the league tables’ were more likely than those not working in such schools to rate themselves as ‘very effective’ teachers (54% and 42% respectively).
- When survey respondents were asked who or what, if anything, had helped them in their development as a teacher during the year, four out of the five most common responses all related to specific individuals/groups of people. These were:
• ‘colleagues at school/college’ (mentioned by 49% of respondents);
• ‘head of department’ (14%);
• ‘contact with other teachers with a similar amount of experience’ (10%); and
• ‘head teacher/principal’ (10%).