Professionalism: Autonomy, conformity and pride in 21st-century teaching

TONY EMMERSON, SENIOR DEPUTY HEAD, ENGLISH COLLEGE, PRAGUE, CZECH REPUBLIC

The current portrayal of teaching as a profession includes higher standards in training and induction, talent schemes like Teach First and significant financial incentives to attract teachers in shortage subjects. Career transitioners, such as Lucy Kellaway from Now Teach, have highlighted both the challenges and rewards of the profession, comparing it to other ‘prestige’ occupations (Kellaway, nd).

While there has been a public image upgrade, it raises questions about whether the essence of ‘professionalism’ in teaching has truly changed and, if so, for better or for worse. Has the drive for greater standardisation stifled creativity? What ideals are the profession now striving to cultivate? It was in an attempt to understand this that I conducted a review of the available literature and circulated a survey to my colleagues in both the fee-paying and state sectors. This article summarises my findings, drawing on personal experiences and the views of fellow education professionals.

The most significant change that I encountered was the shift from autonomy to accountability (Hoyle and Wallace, 2005), which can be seen as both an evolution in professional priorities and a potential deskilling of individual teachers. The implementation of increased supervision and measurement against key performance indicators may conflict with the concept of professionalism, even if it results in an outwardly more ordered and ‘professional’ appearance.

One driving factor in this shift is the rise of multi-academy trusts (MATs). Planning lessons used to be the first opportunity for a teacher to put their stamp on their work, delivering the curriculum in the way that they believed would be most engaging and authentic. Schools that provide set lesson plans and resources in the name of homogeneity may create something that, at a glance, seems ‘professional’, but there is arguably a cost if valuable skills are being lost. Planning is an essential part of mastering the content to be taught, and for those new to the profession, there needs to be an element of packing your own parachute. Walker et al. (2023) discuss this march towards standardisation in compelling detail.

My own research suggests a growing divide between different sectors. Only 20 per cent of respondents felt that their autonomy in the classroom had decreased, but of that group, 80 per cent were from the maintained sector. The independence of independence is clearly valued, especially in curriculum design. Several years ago, I led the shift from a GCSE-based Key Stage 4 to a bespoke curriculum, allowing teachers to use their professional judgement to best prepare students for the IB (international baccalaureate). The impact, I believe, has been significant: a liberation of colleagues, who reported renewed professional pride. Although it required hard work, morale soared once the restrictions of the 10-GCSE framework were lifted. When I speak to my subject leaders, many express great pride in the creation of these new courses and see them as career peaks. These observations are supported by Swift et al. (2024), who emphasise the need for autonomy in curriculum design to enhance job satisfaction and professional self-belief. In my case, I had the privilege of operating in an environment where innovation, if justified, was valued more than conformity. Our parent body wanted the best possible education for their children, rather than one that followed a particular model.

In all sectors, the issue of workload is never far from the conversation. Of those who responded to my survey, 64 per cent reported that expectations regarding the quality of teaching had increased. However, the most significant increases were in engaging parents (72 per cent) and providing individual student support (75 per cent) – two areas now central to the professionalism of teachers, yet which previously played a far less significant role. A recurring theme in the survey comments was the heightened awareness of risk assessment and safeguarding – an aspect of professional conformity and standardisation that few would argue against. Supporting mental health is another growing component of the role, as evidenced by government guidelines and the emphasis on mental health in the latest incarnation of ‘Keeping children safe in education’ (DfEDepartment for Education - a ministerial department responsible for children’s services and education in England, 2024).

With so much to do, often in a codified way, it is hard to think of a profession further removed from the ideal working conditions of the post-COVID-19 Millennial. Many young people today seek autonomy, prefer hybrid work models and are attracted to entrepreneurial roles (Ilieva and Vitanova, 2019). This is the opposite of what one’s first years in teaching typically offer: strict hours of attendance and a schedule that always seems to exceed the hours available. Worryingly, the trend is still moving in the wrong direction, with individuals increasingly inclined to leave careers that do not meet their expectations (Hamilton et al., 2023). The dropout rate among trainee teachers has doubled since 2019, with eight per cent not achieving qualified teacher status in 2023. Recruitment has been below target by up to 50 per cent in some subjects (Whittaker, 2024).

Responses to my survey strongly indicate that flexible working is seen as desirable, not only by younger staff but also by senior staff, who have negotiated some degree of flexibility due to reduced expectations of student contact time. The concept of professionalism evolved rapidly during the COVID-19 pandemic, and the legacy endures. Long hours in the office and rigid working routines have become deeply unfashionable. The trend now favours working from home, flexible working hours and an enhanced focus on the much-cited ‘work–life balance’.

Pilot studies (DfE, 2020) on flexible working outlined several challenges but also suggested that where there is a will, there is a way, albeit not a simple one. Initially, flexible working requests were managed inconsistently, causing confusion among staff. This issue was addressed by implementing clear policies and training to standardise the process. While flexible working arrangements sometimes led to staffing gaps and added pressure on full-time staff, schools responded by developing strategic plans, including job-sharing arrangements and formalised agreements. Balancing the work–life needs of staff with the operational requirements of schools was challenging; some requests conflicted with school needs. Adjusting roles and responsibilities, such as assigning tasks to teaching assistants where appropriate, helped to address this.

Implementing flexible working also required careful management of contracts, budgets and responsibilities. Collaboration with HR consultants to draft new contracts, clarify job descriptions and address financial implications ensured that all aspects were clearly defined. A lack of awareness among staff about flexible working options led to unrealistic or poorly timed requests. Schools responded by creating comprehensive guides and conducting training sessions to educate staff on the process and appropriate timing for requests. Perhaps this will become the norm, but much will need to change in the way in which schools operate if flexible working is to move from being a nice idea to a meaningful and widespread reality. Doing so without compromising the student experience, by disrupting continuity of learning or access to teachers outside lessons, will be challenging.

For all this questioning and conjecture, something still shines through in both the literature and my personal interactions: at their best, educators love educating and school leaders love leading schools. I’ve always counted myself blessed to have a job that provides both pleasure and purpose. When asked what could be done to make the profession more enjoyable, almost every survey response focused on things that would make teaching genuinely better: more preparation time, support with discipline, more options for CPD and a more empathetic inspectorate. The desire for sabbaticals comes from a wish to refresh, not escape, and greater recognition from Parliament and the public reflects a profession justly proud of its role. There wasn’t a strong call for co-curricular responsibilities to attract standalone remuneration. The core of a teacher’s profession – and professionalism – is love for what they do and a belief that it matters.

With gratitude to Zoe Jarvis, an experienced educator and senior leader, for her invaluable assistance in the research process and for serving as a trusted professional sounding board.