Attracting and retaining staff across all areas of education has been challenging in recent years, and the further education [FE] sector is no exception. Unfortunately, the high turnover of teaching staff, particularly amongst early careers teachers, has been a significant concern for many leaders in the sector. With a report published by the Institute for Fiscal Studies (IFS) indicating that 25% of college teachers leave the profession after one year, half have left after just three years, and less than 25% remain in the profession (IFS, 2023), attracting the right candidates who are going to make a longer-term commitment and invest in their FE career has never been more important.
But what can senior staff and leaders in FE do to address some of the challenges being faced? Read our article to consider practical steps that can be taken to attract and retain further education staff who are both committed and fulfilled at work.
Promote the benefits of working in FE
There are multiple benefits to working within the FE sector, with education at this level offering a rewarding and fulfilling opportunity to support both young and adult learners to reach their potential. There are typically also benefits in relation to generous leave, flexible working arrangements, and access to a range of resources and facilities.
For those who haven’t chosen to pursue a more “traditional” PGCE route into teaching, the sector offers opportunities for young professionals or experienced industry professionals to establish a career through provision of in-house Initial Teacher Education, which aligns closely with colleges’ vocational ethos and approach to learning.
The advantages of working in FE need to be central to any recruitment campaigns, and this might require a review of your organisation’s current branding and researching other institutions to reconsider your public image and focus.
Review your staff development opportunities
Research conducted by the Department for Education (DfE) with college staff found that 52% of teachers who had left the sector indicated that more professional development opportunities would have encouraged them to stay with their institution (DfE, 2020). Therefore, carefully considering what development and progression pathways you are offering your employees will be essential.
Ensure you take the time to understand the professional development needs and career aspirations of your current staff by consulting them through surveys or forums and, ideally, identify options for courses or qualifications you can offer internally and/or at a discounted rate for your staff.
In addition to providing opportunities to staff, a review of workload allocation and offering more time for staff to commit to continuing professional development [CPD] activities will be a further positive step.
Consult with your current staff
As outlined above, it will be essential to understand the needs and concerns of your current staff to ensure you address any issues arising. Longer-term this will lead to a happier and more fulfilled workforce who will feel valued in the work environment and are likely to make a commitment to staying within and progressing in the FE sector and your specific organisation.
In turn, this may encourage others to apply to positions you are recruiting to as you can confidently share and celebrate a positive work culture. This might include through the development of case studies for staff across different areas of your institution.
Make a commitment to staff-wellbeing
Research has shown that staff-wellbeing and the pressure of high workloads are key factors shaping teachers’ decisions to leave the sector and to consider alternative career paths. A study by the Education and Training Foundation (ETF) revealed that the wellbeing of staff in the education sector is lower than that of the general population; with the potential to enhance teachers’ well-being through increased autonomy and more trust in their abilities to carry out their work (2019).
A practical step to take when considering support for staff wellbeing will be to review policies and procedures, including those around workload allocation, taking leave, and any internal or external support available. For example, counselling or mental health support.
Other potential actions include establishing a well-being network, offering training on self-care and stress management, and providing opportunities for connection and growth within your organisation outside of day-to-day classroom responsibilities and office administration. Consider further information from Education Support to help your staff with their work life balance as an FE manager or leader.
Promote government initiatives
From studies carried out by the Education and Training Foundation, low pay is also frequently cited as a key factor leading to staff leaving the profession. This is also evident in reporting from the IFS (2023), which indicates that recommended salary levels for FE teachers in colleges fell by 18% between 2010-2011 and 2022-2023.
Whilst funding in FE is at a premium, the government has shown its commitment to boosting both the recruitment and retention of teachers in the sector. This led to a targeted retention incentive during the 2024-2025 academic year offering eligible early careers teachers in key STEM and technical shortage subjects and working in colleges and 16 to 19 only schools and academies up to £6,000 after tax annually. This included staff teaching specific courses across building and construction, computing and ICT, early years, engineering and manufacturing, maths, physics and chemistry.
Whilst it is unknown whether this policy will stay in place next year, it is important to stay abreast with, and to raise awareness of, similar initiatives and funding opportunities in the future. The importance of such bursaries cannot be underestimated, in making the teaching profession more accessible and attractive to a diverse range of candidates, as well as addressing shortages in critical subject areas.
Overall, there are a number of practical steps and considerations, as outlined in our article, which will encourage more graduates and industry professionals to consider teaching in further education both a viable and rewarding career option.
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