- Students no longer see teaching as a desirable profession - TEE scores are low
- Teacher morale is low
- The perception of teachers in the community is low - we are seen as those that couldn't find real work (who else would spend 4 years getting a degree (that a budgie could get entrance to and pass) - then to accept wages lower than manual labour)
- Student performance in schools is lower than expected (although many point the finger here at OBE) - as evidenced by state school TEE performances
- Extra curricular work has become the norm and expected rather than a point of difference between teachers
- Union has weak support and leadership
- DET has a teacher shortage in critical areas of schools
- Business has become critical of quality of student output from school and has publically supported the need for teacher pay reform
- Students are leaving the state school system for private school education despite having access in many cases to smaller class sizes and access to long term experienced teachers bound in place by 'tenure' type agreements
Unfortunately the community does not equate professional status with social justice or good education. Professions in WA are not valued by the community by the work that they do (and the promotion of social equity) but by the money that they earn.
If we are to change the mindset of the public, raise expectations, raise morale of teachers in the profession and improve the calibre of those entering the profession, a fixed rate increase is required (such has been done in other countries) with a publicity campaign explaining why the teacher rise is different to other rises (such as public service rises) and a good idea before inflationary increases are addressed.
When the mean salary of a teacher approaches at least the average WA salary, then we have a starting point for an improvement in the ongoing education saga.
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