SCHOOLS’ VIEWS OF OLDER TEACHERS
The survey found that older teachers were more likely to feel that they were viewed negatively rather than positively by their schools.
Percentage of respondents agreeing that the statement describes the views of senior leaders
Older teachers are more likely to be resistant to change 50%.
Older teachers are less likely to be able to cope well with change 40%.
Older teachers do not bring valuable skills and experience to their work 57%.
Older teachers are less dynamic and energetic than their younger colleagues 40%.
Older teachers, through the experience they have gained, are not valuable sources of advice, support and encouragement to younger colleagues 60%.
Older teachers have less up-to-date professional skills and expertise and therefore tend to be less effective teachers than younger colleagues 30%
Employing older teachers is less attractive as they are more expensive than their younger colleagues 54%.
CONCLUSION AND NEXT STEPS
Whilst some older teachers report feeling valued for their experience, insights and advice, the findings of this survey suggest strongly that age discrimination, age-related harassment and bullying and negative attitudes towards older teachers on the part of senior managers are established aspects of life in schools. It is clear that there is a need to ensure that the positive context within which many respondents to the survey work becomes a universal experience for all teachers.
It is also clear that policies to address age discrimination and prejudice are not in place in the majority of schools or are inadequate in a number of important respects.
This survey confirms the need for further action to:
• raise awareness of teachers and headteachers about age-related discrimination, prejudice and bullying in schools and colleges;
• explore in more depth the discrimination-related issues faced by older teachers;
• engage key national and local agencies and government bodies to support action in schools to tackle discrimination against older teachers.
| Page 2
| Page 3
| Page 4
| Page 5
| Page 6