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

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Staff Attitudes7.8 Respondents were asked a range of more detailed attitude questions,relating to morale and whether they feel valued and recognised.Morale7.9 The first question concerned morale within the organisation (Table 7.2).60% of respondents agreed that there was good morale within theirorganisation.Table 7.2: To what extent to you agree/disagree that morale is good in thisorganisation?%Strongly agree 27Tend to agree 33Neither agree nor disagree 12Tend to disagree 16Strongly disagree 12Don’t know 1Base: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 20057.10 Respondents who indicated they were generally satisfied with theirpresent job were more likely to report that morale was good (68%)compared to those who were dissatisfied with their job (14%).7.11 Assessors were more likely to believe morale is good (71%), thanlearning support workers (64%) and managers (61%). Teachers/trainerswere least likely to report that morale was good (55%). This reflects thehigh levels of individual job satisfaction among assessors and supportworkers.7.12 There were also differences between respondents from differentorganisations (Figure 7.3). Respondents from further education colleges(46%), adult and community learning organisations (56%) and sixth formcolleges (66%) were least likely to agree that morale is good within theirorganisation.65
Figure 7.3: Respondents who agree that morale is good, bytype of organisation80%70%73% 72%68% 66%60%56%50%46%40%30%20%10%0%PrivatetrainingVoluntarysectorIn housetrainingSixth formcollegeACLFE collegeBase: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 20057.13 The subject balance reflects this picture with academic subjects having aless positive view of morale compared with more vocational subjects.Science (51%) and English (55%) teachers were least likely to say thatmorale is good (Figure 7.4). Teacher/trainers of hair/beauty (76%) andmanufacturing (69%) were most likely to say that morale is good.Figure 7.4: Respondents who agree that morale isgood, by subject area taught80%70%60%50%40%30%20%10%0%Hair/beauty76%69%66%61% 61% 60% 60% 60% 60% 59% 55% 51%ManufacturingRetailMathsBusiness adminEngineeringTechnologyHealth/socialBasic skillsICTEnglishScienceBase: All 5492 respondentsSource: YCL/MORI quantitative survey of teaching/training staff, 200566
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RESEARCHRecruitment and Retention i
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ContentsPage1 INTRODUCTION ........
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of respondents), closely followed b
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32. Key concerns where resources we
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52. The most common qualification h
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Definitions1.5 A number of terms ha
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• at what point in their career t
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1.16 Key question areas relevant to
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2 METHODOLOGY AND PROFILE OF RESPON
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2.13 Prior to the main survey, a fu
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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 and 32: 2.44 A total of 113 in-depth interv
Page 33 and 34: 3 MOTIVATION TO JOIN THE SECTOR3.1
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 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.
Page 82 and 83: 8 TRAINING AND DEVELOPMENT8.1 Succe
Page 84 and 85: 8.8 Issues relating to involvement
Page 86 and 87: • quality. A minority of responde
Page 88 and 89: Table 8.2: Which Teaching Qualifica
Page 90 and 91: 9 GOVERNMENT STRATEGY9.1 Research t
Page 92 and 93: Table 9.3: To what extent do you ag
Page 94 and 95: 10 CONCLUSIONS10.1 Recruitment and
Page 96 and 97: Main Benefits and Drawbacks of Work
Page 98 and 99: ANNEX AQUESTIONNAIRES
Page 100 and 101: Section A: Background informationAS
Page 102 and 103: 6) Have any teaching posts been fil
Page 104 and 105: CATI NOTE: routing from Q10 has bee
Page 106 and 107: Q16a) And what is the main reason,
Page 108 and 109: 22) In which subjects are teaching
Page 110 and 111: ASK IF YES AT Q25 A) OR C), OTHERS
Page 112 and 113: 33) To what extent do you agree or
Page 114 and 115: DfES Recruitment and Retention Surv
Page 116 and 117: 8. Are your standard weekly working
Page 118 and 119: • 5- less than 10• 10- less tha
Page 120 and 121: • Any other training (please spec
Page 122 and 123: 28. What motivates you personally t
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ASK ALL32. How satisfied or dissati
Page 126 and 127:
ASK ALL CODES 1-7 AT Q41, OTHERS (N
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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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