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StaffRobert HeinyTwo Thirds of School Leaders Considering Leaving the Profession

Two Thirds of School Leaders Considering Leaving the Profession

Stephen Exley reports that two-thirds of school leaders are considering leaving the profession. They cite increasing workloads and poor moral as primary reasons. This report came from TESConnect, a UK organization, and results from 900 respondents in a recent survey.

The specter of low moral among school leaders resonates with anecdotes from public school educators in the United States. Stories of administrative manipulation of grant and state funding, low academic performance scores compared with international peer group competition resulting from conventional teaching methods, masses of students alienated and disaffected by traditional daily life and  corporate and governmental processes add up to an image that challenges the optimism and urgency of learning as the core of education.

The practice of educating successive generations of citizens appears in transition and leads to as yet unanswered questions. Does the present corps of educators hold realistic views of their situation in public schools? Do they use appropriate procedures to accelerate, increase, and deepen (AID) learning in their situation? Given the evolving electronic ubiquity of public access to information and learning inside and outside of schools, is the dominant touchy-feely approach to teaching and learning of the last half century adequate to AID learning in the next five years? What percentage of teachers and administrators in the U.S. are considering leaving their public school positions? Should states privatize public education?

Who should decide which answers among these questions will frame public schooling for the next decade or two? Who will benefit most from those answers selected?

These types of questions reside in politics both within and outside of education. Will a forum to address them beyond the, from a learners’ view, benign but loud teachers union, advocacy groups, and electoral politics?

Robert Heiny
Robert Heinyhttp://www.robertheiny.com
Robert W. Heiny, Ph.D. is a retired professor, social scientist, and business partner with previous academic appointments as a public school classroom teacher, senior faculty, or senior research member, and administrator. Appointments included at University of North Carolina at Chapel Hill, Peabody College and the Kennedy Center now of Vanderbilt University; and Brandeis University. Dr. Heiny also served as Director of the Montana Center on Disabilities. His peer reviewed contributions to education include publication in The Encyclopedia of Education (1971), and in professional journals and conferences. He served s an expert reviewer of proposals to USOE, and on a team that wrote plans for 12 state-wide and multistate special education and preschools programs. He currently writes user guides for educators and learners as well as columns for TuxReports.com.

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