Issue link: https://maltatoday.uberflip.com/i/1478015
maltatoday | SUNDAY • 4 SEPTEMBER 2022 9 INTERVIEW should show them more respect the sort of financial packages of- fered by the private sector… But surely, there is more to the teaching profession that just the salary? I was under the im- pression that most people are attracted to that profession, by the 'job satisfaction'… the personal interaction with stu- dents… the desire to (as you put it) 'help people reach their full potential'… Yes: that's precisely what I was coming to. There is also an ele- ment of 'gratification' involved. So let's go back to that choice, between 'being an IT teacher', and 'working for a IT company'. What's actually involved in the decision? Let's say I go for the 'teacher' option. The first thing I would consider is that: the general 're- spect', towards that profession, is… what it is, basically. Then, there's the financial package: which, in the case of a teacher, is pegged to the Public Service sal- ary-scale. So that, too, 'is what it is'… The private sector, on the other hand, can offer me a much bet- ter financial incentive, to quit my job: anywhere up to double a teacher's salary, if not more. And while it is true, that I would also be losing some of the 'flexibility' that comes with teaching… when you weigh everything up in the same scale, what emerges is that it is the salary difference – not the 'job satisfaction' – that usual- ly ends up swaying the decision, in the private sector's favour. Ultimately, the financial package remains the basis of everything. That is, I think, is one of the main reasons our profession is failing to attract as many people, today. The finan- cial package is simply no longer competitive: especially, when it comes to certain specific sectors. This also explains why the staff shortages tend to affect some subjects, a lot more than others. Maths? Those teachers are be- ing attracted to I-gaming; finan- cial services, and so on. We've already mentioned IT… but it can be extended to 'sciences' as a whole. Today, there are many private laboratories, where peo- ple can pursue a career in scien- tific research. And it's affecting languages, too. We are noticing, for ex- ample, that a lot of people with language qualifications are now seeking positions – mostly, at European Union level – as translators, interpreters, and so on. Put it all together, and auto- matically, you are going to end up with a severe shortage of teachers, across the board. Espe- cially now, as we are coming out of the COVID-19 pandemic… Excuse my ignorance, but… what has the pandemic got to do with this, exactly? Let's look back at what hap- pened, over the past two years. During the pandemic, there was a slow-down in 'external mo- bility', throughout the sector. Owing to the restrictions, and uncertainties, very few peo- ple joined the teaching profes- sion, from the outside, between March 2020 and this year. At the same time, though: very few teachers left, either… for the same reason. There was too much uncertainty, at the time, to be thinking of a 'change in ca- reer'. Now, however, all this looks set to change. We're already seeing certain 'movements', here and there, this summer: how many teachers are applying for 'study leave', for instance… possibly, with a view to changing career. Because it's bound to happen, really. People are most likely rea- soning that: "I've waited patient- ly, for the two-and-a-half years of the pandemic; but now, if an opportunity arises… I'll take it!" And what this effectively means, is that we can expect the staff shortages to get much worse, in the near future. Be- cause what we experienced, in these past two years, was really just an 'illusion'. If people didn't abandon the teaching profes- sion, in the same numbers as before… it was mainly because 'they simply couldn't'. There was nowhere for them to actu- ally go… Coming back to the financial package: you yourself acknowl- edged that it is 'pegged to the civil service scale'; which plac- es automatic limits on what the government can do, in practical terms, to improve teachers' salaries. What other options are we left with, to tackle the shortage? What SHOULD gov- ernment be doing… and how does it compare with what (if anything) it is actually doing, right now? Let's start with the 'should' part. What should government be doing? I would say that the first thing it should do, is to re-establish a culture of respect towards the teaching profession. And this can only be done, if the government starts showing some respect towards our pro- fession, itself. In other words: if the govern- ment continues to insist on taking all the relevant decisions itself – in a centralised manner; and without any input from the educators themselves: who are the ones actually in the class- room; and who know, from ex- perience, what the exigencies of students really are – all it would mean, in practice, is the gov- ernment doesn't even 'trust' the teaching profession… and there- fore, obviously, doesn't 'respect' it, either. And if the government itself treats the teaching profession with open disrespect: we can only expect parents - and the wider public in general - to do the same. Because what we end up with, in those circumstances, is a 'vicious circle'. The govern- ment's lack of respect, breeds disrespect in others. Now: you also asked me, what is the government doing – or trying to do – about this situation? To be fair, certain steps have been taken, to address this lack of re- spect. We have had several meet- ings with the ministry, outlining areas where the government could be setting a better example; and there are indications that the minister has taken note of some of our concerns. But then, there are also certain 'incidents' that – while they may appear 'small', to people on the outside – once again, re-open all the existing wounds. There are situations, for instance - and this happens all the time – when parents knock at the minister's door, to 'get something they want, done'. And it could even be something trivial: to give you one example, 'that their children are allowed to go to school wear- ing shorts'. Now: something like that may well appear 'insignificant', to most people out there… but then, why did the school not allow those children to 'wear shorts' in the first place? Because it has its own policy regarding uniforms - a 'dress-code', which was agreed upon by everybody; and as such, should be respected by everyone – and also because, as a school, it has to apply the same rules to everybody, equally. But if a politician suddenly comes along and says: 'No! That child has to be allowed to come to school wearing shorts! Be- cause that's what I decided!'… right there, he would be under- mining the entire authority of the school; and exposing the entire profession to more public contempt, and ridicule. And the example I just gave you, by the way, is real. It hap- pened; and very recently, too… but still: it's only one small ex- ample, of the sort of thing that happens all the time; and which continues to erode the morale of the entire profession. PHOTO: JAMES BIANCHI / MALTATODAY