To start to identify the problems surrounding teacher career change, one must first understand the psyche. The majority of those in the teaching profession are highly self-critical: a continuous quest to ‘do better’ exasperated by a system of constant monitoring and scrutiny, where good is never good enough. Take, for example, lesson observations – a teacher may perform at an “outstanding” level but feedback will ALWAYS include what that teacher needs to do to achieve a better standard. And what does the self-critical professional hear? The teacher will come away with what they need to do to improve, not that they delivered a near-as-perfect lesson!
This systematic quest for the Holy Grail perfect lesson, perfect school, consistent perfect performance from everyone within the education system has catastrophic consequences. Every educational professional whole-heartedly wants to do their best for the children and most, given the autonomy, would continually strive for improvements without the need for micro-management at every level. I say this not as a criticism to school leaders, but as a head teacher also subjected to impossible targets! This drive to obtain the impossible could not have been more perfectly summed up in the speech by that politician who wanted to raise the average attainment in schools across the country so no child would fall behind!! In real terms, the professionals trying to deliver ‘the impossible’ are left feeling they are never good enough, confidence shattered and facing burn-out.
Mindset problem #1
Imposter-syndrome: “How can I do anything else as a career if I cannot even do what I have been extensively trained for?”
For unhappy teachers looking to exit the profession, their confidence has been knocked so hard that they suffer from impostor syndrome even within the classroom. Is it little wonder that they experience significant doubts about their employability beyond the world of education, especially when it is all they have known?
Teachers love what they do, including many of those looking to leave – they just don’t love the way they are being expected to do it! For many teachers, it is a ‘calling’ to make a difference to the lives of children. However, increasingly this calling comes at a great personal cost. As a head teacher, I regularly worked anywhere between 75-85 hours a week (often without breaks) throughout the school year. It was silently expected. Even lying in a hospital bed, I got called on my personal mobile number because I had not answered work emails! In taking care of everyone else’s children and families, I could not spend time with my own. It became a cost I was no longer willing to pay for my ‘calling’ and I walked away.
Mindset problem #2
Guilt: “How can I disrupt the children’s learning by leaving them now? How will the children feel if I tell them I’m not going to be their teacher anymore?”
The mental and emotional battle between a personal need and the obligation to care for others is a real one. Many teachers experience tremendous guilt even considering putting their own needs first. They stay longer to not ‘abandon’ their classes and colleagues – to see out the academic year, to finish a programme of study, etc.; the guilt of leaving children who they have invested so much time in can prevent teachers from leaving the professional at all.
Like any industry, teaching is full of specific acronyms and language connected to the education profession. It has its own unique time-frames to hand in notice (much longer than other professions) and a very specific recruitment process that is understood by teachers. The concept of applying for roles with a CV is alien, not education-based recruitment systems are largely unknown to those with a school-based career history. Browsing through job adverts doesn’t help – they are filled with job titles that are unfamiliar or with such big pay differences, become unviable. It is not that teachers’ salaries are significantly higher than other industries, the problem lies with teachers not understanding what career paths are open to their highly-desirable skill sets. So, they keep scrolling away at the job sites at a complete loss as to how to exit education.
Mindset problem #3
Overwhelm: “How can I get another job that I can afford to live on when I don’t have a clue what half of these roles mean? What career path should I go for if I don’t want to stay in education and how on earth do I go about that?”
With lack of confidence, gnawing guilt and complete overwhelm, is it any wonder that there are a significant number of unhappy teachers feeling lost and stuck with their career change?
What are the benefits of working with Mapleleaf Vision career coaching?
- Accredited coaching from a professional who has extensive personal experience of the education system and the knowledge of how best to support your journey.
- Expertly designed packages to suit every need and budget specifically tailored to help people like you find their right path.
- Gaining clarity on the types of roles that would be a good fit for your skills and the new career path that will make you happy.
- Tackling the mindset issues that hold you back so that you can regain your confidence and sense of professional / personal worth.
- Guidance through the career change journey so that you can understand the process and receive practical advice on how to get the job of your dreams.
- Being part of a team with someone who will be in your corner helping you through any challenge so that you are not walking this new path on your own.
What do past clients say?
I knew that, after almost twenty years, my time in my current career had come to an end but I didn’t know where to go from there or how to go about it. I didn’t have a clue where I wanted to be never mind how to get there. Will is extremely kind and friendly with a great understanding of the position you are in. He is warm and caring whilst being professional and driven to setting you free and onto the correct path. He has created a great programme and clearly does his research in between sessions. He listens to what you say (and takes notes!). He is extremely positive and supportive (it feels like having your own mini cheerleader) but also someone who is challenging you and asking the right questions to make you really think and evaluate, he is not just saying the things he thinks you want or need to hear. I have really valued and enjoyed my sessions with Will and would highly recommend joining forces with him!
~ Helen A (Former Teacher, “Beyond the Crossroads” Career Coaching)
How do I find out more?
You can connect with me in the following ways:
- Message me
- Follow me on LinkedIn or Facebook
Dreams without goals are just dreams… it’s taking action that makes things happen!
Reach out, we’ll walk the path together.
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