Recruitment and Retention in the Post-16 Learning and Skills Sector

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Limitations2.48 This element of the research focussed on teachers/trainers who arecurrently working in the learning and skills sector. As such the researchrepresents recruitment and retention issues from the personalperspectives of those teachers who (presently) remain in the role. Theviews of those who have left the sector are not represented. This shouldbe borne in mind when interpreting the findings.(iv) Qualitative Telephone Interviews with DissatisfiedTeaching and Learning Staff2.49 This element of research involved a qualitative follow-up of staff workingin the learning and skills sector, undertaken by MORI Social ResearchInstitute. Follow-up interviews were conducted with 28 staff who hadtaken part in the quantitative phase of the research and reporteddissatisfaction with their current post.2.50 The purpose of the research is to explore the reasons behindrespondents’ dissatisfaction with their jobs and the implications of this onrecruitment and retention in the learning and skills sector. Althoughrespondents are drawn from a variety of subject areas, the studyconcentrates on mathematics, science, engineering and technology staffbecause of the shortages in these subject areas.2.51 A qualitative approach was selected for this study to explore in depth thereasons why respondents were dissatisfied with their job. This providedthe opportunity to discuss issues in greater detail than the quantitativeelement of the research allowed.2.52 A total of 28 telephone depth interviews - lasting around 30 minutes -were conducted between April and June 2005. During this period,interviews were suspended for a week due to the calling of a GeneralElection. Respondents were selected from a list of teachers and trainerswho said they were dissatisfied with their current job (see Q19 on thequantitative questionnaire), as well as having agreed to be re-contactedfor further research during the quantitative interview.2.53 Only one respondent was selected per organisation to avoid localisedissues having a significant impact on the results of the research. Staffinterviewed in this study had varying levels of experience working in thelearning and skills sector ranging from 20 months to over 25 years.23
3 MOTIVATION TO JOIN THE SECTOR3.1 There are a range of reasons why people choose to join the post-16learning and skills sector. This section covers issues relating to thebackground and characteristics of those joining and their specificmotivations to join the sector.Background and Characteristics of Those Joining3.2 There is a wide range of variation across the sector in terms of the pointat which teachers/trainers join the post-16 workforce. Key attributesexplored below include:• starting age;• prior occupation.Starting Age3.3 Three-fifths of respondents (61%) started working in the learning andskills sector between the ages of 18 and 34. A further 28% ofrespondents started between the ages of 35 and 44.3.4 Those working only in further education were more likely to start workingin the sector aged 18 to 34 (68%). Those working only in adult andcommunity learning are less likely (51%) , but have a higher propensityto start working aged 35-44 (33%) and 45-54 (12%) compared withfurther education (24% and 6% respectively). The sector starting agesof those working in work based learning are between these twoextremes.Prior Occupation3.5 The majority of staff (78%) working in post-16 learning and skillsoccupations gained experience in other industry sectors. Smallerproportions came from different routes as outlined below:• 12% of respondents had no previous occupational experience andcame directly into the sector after full-time education;• 9% of respondents worked as a school teacher before joining thesector;• 1% of respondents had previously worked as a university lecturer.24
Page 1 and 2: RESEARCHRecruitment and Retention i
Page 3 and 4: ContentsPage1 INTRODUCTION ........
Page 5 and 6: of respondents), closely followed b
Page 7 and 8: 32. Key concerns where resources we
Page 9 and 10: 52. The most common qualification h
Page 11 and 12: Definitions1.5 A number of terms ha
Page 13 and 14: • at what point in their career t
Page 15 and 16: 1.16 Key question areas relevant to
Page 17 and 18: 2 METHODOLOGY AND PROFILE OF RESPON
Page 19 and 20: 2.13 Prior to the main survey, a fu
Page 21 and 22: Ethnic Background2.22 Nine out of t
Page 23 and 24: Types of Provision2.26 In addition
Page 25 and 26: Table 2.10: What are the main subje
Page 27 and 28: • HR Managers views on the reason
Page 29 and 30: Table 2.15: Total StaffStatus ‘Oc
Page 31: 2.44 A total of 113 in-depth interv
Page 35 and 36: Entrants from Teaching3.13 Responde
Page 37 and 38: Vocational Reasons3.21 This is the
Page 39 and 40: • “I met one of the managers at
Page 41 and 42: Perceptions of Entry Routes4.6 A ma
Page 43 and 44: 4.13 In terms of finding suitable c
Page 45 and 46: 5 TURNOVER, VACANCIES AND HARD TO F
Page 47 and 48: 5.11 The major reason given for vac
Page 49 and 50: 5.16 Generally HR Managers did not
Page 51 and 52: Maths and Science• “there are i
Page 53 and 54: 5.27 Teacher/trainer respondents we
Page 55 and 56: Table 5.7: What could your organisa
Page 57 and 58: • “there is a shortage of maths
Page 59 and 60: 6 WORKING IN THE SECTOR6.1 This sec
Page 62 and 63: 6.9 Respondents working in further
Page 64 and 65: Figure 6.4: Respondents satisfied w
Page 66 and 67: Staff Who Have Considered Leaving6.
Page 68 and 69: Figure 6.7: Respondents who have ap
Page 70 and 71: • levels of satisfaction with the
Page 72 and 73: Figure 7.1: Respondents satisfied w
Page 74 and 75: Staff Attitudes7.8 Respondents were
Page 76 and 77: 7.14 Younger employees aged 18 to 3
Page 78 and 79: Personal Problems7.20 Respondents w
Page 80 and 81: • lack of administrative support.
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8 TRAINING AND DEVELOPMENT8.1 Succe
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8.8 Issues relating to involvement
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• quality. A minority of responde
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Table 8.2: Which Teaching Qualifica
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9 GOVERNMENT STRATEGY9.1 Research t
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Table 9.3: To what extent do you ag
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10 CONCLUSIONS10.1 Recruitment and
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Main Benefits and Drawbacks of Work
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ANNEX AQUESTIONNAIRES
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Section A: Background informationAS
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6) Have any teaching posts been fil
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CATI NOTE: routing from Q10 has bee
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Q16a) And what is the main reason,
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22) In which subjects are teaching
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ASK IF YES AT Q25 A) OR C), OTHERS
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33) To what extent do you agree or
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DfES Recruitment and Retention Surv
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8. Are your standard weekly working
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• 5- less than 10• 10- less tha
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• Any other training (please spec
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28. What motivates you personally t
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ASK ALL32. How satisfied or dissati
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ASK ALL CODES 1-7 AT Q41, OTHERS (N
Page 128 and 129:
49. To which of the following group
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Recruitment and Retention in the Post-16 Learning and Skills Sector

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