BLACK AND MINORITY ETHNIC TEACHERS IN SENIOR
MANAGEMENT: AN NUT SURVEY
“Pushed to Prove Themselves More”
The NUT’s survey of black and ethnic minority teachers in senior
management shows that black and minority ethnic teachers
feel that they need to constantly prove themselves and work
harder than their white counterparts. They perceive racism
both overt and covert as a major problem in the school
environment affecting promotion opportunities.
Introduction
1.
One hundred and seven teachers responded to the NUT survey of Black and
Minority Ethnic Teachers in Senior Management carried out in September
2002. The survey was based on a random selection of black and minority
ethnic teachers. A full copy of the questionnaire is attached as Appendix 1.
2.
The table below shows the breakdown of respondents within the survey.
Role
Classroom teachers
Headteachers
Deputy Heads/Assistant Headteachers
Heads of Year/Subject Heads
EMAG/EAL teachers
LEA Advisory/other educational role
Retired
3.
%
52%
7%
6%
10%
12%
7%
6%
The ethnic breakdown of the respondents is represented in the table below.
The categories used reflect those used in the 2001 Census. (See Appendix 1)
Ethnic Group
White and Black Caribbean
White and Asian
Mixed
Indian
Pakistani
Bangladeshi
Asian or Asian British Background
%
5%
3%
1%
16%
12%
5%
5%
Caribbean
African
Other Black background
Other ethnic background
Not completed
Total
29%
16%
5%
2%
3%
102% 1
4.
The gender breakdown was 68 per cent female and 32 per cent male. Despite
over two thirds of the respondents being female, 54 per cent of respondents
who were Headteachers, Deputy Heads or Assistant Headteachers were
male.
5.
The analysis of gender by ethnicity revealed large variations between ethnic
groups. Asian respondents contained a higher proportion of men than the
average with the male breakdown being: other Asian 40 per cent, Indian 47
per cent, Pakistani 50 per cent and Bangladeshi 75 per cent. The gender
balance with African respondents was near the average with 35 per cent of
respondents being male. Amongst Caribbean respondents only 13 per cent of
respondents were male.
6.
The profile of the respondents in terms of age was as follows: 8 per cent
between 21-30, 48 per cent between 31-45, 37 per cent between 46-55 and 7
per cent were 56+.
7.
Of the respondents who were Headteachers, Deputy Heads or Assistant
Headteachers, 61 per cent were Caribbean, 15 per cent from a mixed
background, 15 per cent were Sri-Lankan and 9 per cent Indian.
8.
Only just over half responded to the question asking for information about the
type, ethnic mix and location of their school. The low response rate makes
greater analysis and comparison of this information difficult. Of those who did
complete this question, 36 per cent worked in primary schools, 33 per cent in
secondary schools, 21 per cent were centrally employed by the LEA, 5 per
cent worked in special schools and 5 per cent were employed in post 16
employment.
9.
There was a wide variation in the ethnic mix of the students at the schools of
the respondents. From the survey 45 per cent of the Black and Minority Ethnic
teachers worked in predominantly white schools, 22 per cent in mixed Black
and Asian schools, 15 per cent in predominantly Black schools, 13 per cent in
largely Asian schools and 9 per cent in schools with other ethnic groups. This
question was answered by 45 per cent of respondents.
1
Due to rounding up the total figure is more than 100%. In other tables the total % may also not equal
100.
Summary of Findings
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Two thirds of respondents had applied for a promoted post with all ethnic
groups applying for promotion in roughly equal proportion
The most common number of applications made for promotion was between
2-3
86% of those respondents who had not yet applied for a promoted post were
women
85% of men had applied for a promoted post compared to just 58% of women
42% of applications for promotion had been successful
Women were slightly more successful at gaining promotion than men
Teachers of Caribbean origin were more successful at gaining promotion than
other ethnic groups
Teachers of Indian and African origin were the least successful groups in
gaining promotion
21% of respondents received no feedback on their application for promotion
71% of those teachers who had been promoted felt supported in their new
position
89% of respondents would like more in-service training
Applying for Promotion
10.
Just over one third of respondents had no management responsibility points.
Most of those respondents with management responsibility points had been in
receipt of these points for less than three years (60 per cent).
11.
Two thirds of respondents had applied for a promoted post. An analysis by
ethnicity of those who had applied for promotion showed that all ethnic groups
were applying for promotion, with no ethnic group under represented in this
area. The table below shows the percentage of each ethnic group applying for
promotion compared to the total percentage of that ethnic group in the survey
as a whole.
Ethnic
Group
Mixed2
Indian
Pakistani
Bangladeshi
Other Asian
Caribbean
African
Other Black
Other ethnic group
No ethnic group given
% of those applying
for promotion from
this ethnic group
7
18
14
4
4
31
17
3
1
-
% of survey as a
whole from this
ethnic group
9
16
12
5
5
29
16
5
2
3
12.
The table demonstrates that the number of those applying for promotion from
each ethnic group is roughly proportionate to their numbers in the survey as a
whole. The largest variation between the percentage of those applying for
promotion from each ethnic group and the percentage of the survey as a
whole from that ethnic group is -2 per cent/+2 per cent.
13.
Of those who had applied for a promoted post 61 per cent were women and
39 per cent were men. The most common number of applications for
promotion was between 2-3 (26 respondents making up 39 per cent),
although 11 respondents (16 per cent) had made more than 10 applications.
Fig 1 gives a breakdown of the number of applications made.
2
Includes White and Black Caribbean, White and Asian and Mixed ethnic groups.
Fig 1.
How many applications for promoted posts have you made?
30
Number of respondents
25
20
15
10
5
0
1
2 -- 3
4 -- 6
7 --9
10+
Number of applications
14.
The analysis by gender of those respondents who have not yet applied for
promoted post showed a considerable over-representation of women. 86 per
cent of respondents who said they had not applied for a promoted post were
women. 85 per cent of men had applied for a promoted post compared to just
58 per cent of women.
15.
42 per cent of applications for promotion had been successful. Of the
respondents who reported having made successful applications 69 per cent
were women and 31 per cent were men. From the data women applying for
promotion were slightly more successful than men.
16.
The analysis by ethnicity at gaining promotion showed a considerable
variation in the success rates of different ethnic groups. Teachers of
Caribbean origin applying for promotion appear to be far more successful than
the average success rate of 42 per cent. For example, 71 per cent of teachers
of Caribbean origin had applied for a promoted position with 62 per cent of
those applications being successful. Teachers of Pakistani origin were near
the average.
17.
The survey revealed there to be a very low rate of success for teachers from
African and Indian ethnic groups when applying for promotion. Teachers of
Indian origin applying for a promoted post had a success rate of just 15 per
cent. Teachers of African origin had a success rate of 25 per cent. There were
too few respondents identifying themselves as mixed race, Bangladeshi or
from other minority ethnic groups to make comparisons in this area.
18.
Looking further into the African and Indian ethnic groups, which on the basis
of this survey have a lower rate of success at gaining promoted positions, it is
worth comparing the number of applications made by teachers in these ethnic
groups to the respondents as a whole.
Fig 2.
How many applications for promoted posts have you made? (Indian)
7
6
Number of respondents
5
4
3
2
1
0
1
2--3
4--6
7--9
10+
Number of applications
Fig 3.
How many applications for promoted posts have you made? (African)
6
Number of respondents
5
4
3
2
1
0
1
2--3
4--6
7--9
10+
Number of applications
19.
Comparison with fig 1 shows the number of applications made by teachers
from the Indian ethnic group follows broadly the same pattern as that of
respondents as a whole. The picture is very different for teachers from the
African ethnic group who, on the basis of the information given in this survey,
have made more applications than other ethnic groups but still have the
second lowest level of success at gaining promotion. It is also worth noting
that 5 African teachers have made more than 10 applications for promotion,
representing 45 per cent of respondents in the survey as a whole who had
made this many applications. Teachers identifying themselves as African
make up only 16 per cent of the total survey.
20.
Further analysis of the success rates of the Indian and African ethnic groups
at gaining a promoted post compared to teachers of Caribbean origin by age
shows that there are only small differences between the ethnic groups. The
figures are represented in the table below.
Average
Indian
African
Caribbean
21-30
7%
12%
6%
16%
21-45
47%
47%
35%
53%
46-55
36%
24%
47%
26%
56+
7%
12%
12%
3%
21.
The table below shows that teachers of Caribbean origin are more likely to be
in the 21-30 age group, and that only 29 per cent of teachers of Caribbean
origin are 46+, compared to 36 per cent for teachers of Indian origin and 59
per cent for teachers of African origin. On the basis of these results it is
difficult to draw conclusions as the statistical difference between teachers of
Indian and Caribbean origins is not great. The difference between teachers of
Caribbean and African origins in terms of age is more marked. Teachers of
African origin were in the older age group which is a possible explanation for
their higher number of applications for promotion.
22.
There were also large differences in terms of gender between teachers of
African, Indian and Caribbean origins in the survey.
Average
Indian
African
Caribbean
Male
32%
47%
35%
13%
Female
68%
53%
65%
87%
The differences in the gender balance between ethnic groups may be a factor
in identifying the higher levels of success amongst respondents of Caribbean
origin, given the fact that women had a slightly higher level of success at
gaining promotion than men. It may also be the case that teachers of
Caribbean origin are more successful than other ethnic groups and that this is
the driver behind the higher levels of success for women.
23.
The other factor to consider is the additional qualifications possessed or being
studies towards by respondents in the survey. The survey asked respondents
to list the additional qualification such as MA, Masters in Education, Post
Graduate Diploma etc that they either possessed or were working towards
achieving. It is important to note that extrapolating figures based on the
number of people applying for a promoted post, their success in applying for a
promoted post, their ethnicity and then their additional qualifications means
that the actual numbers being dealt with becomes quite small. Nevertheless, it
is worth commenting upon. Of these applying for promotion African teachers
possessed the most additional qualifications with 92 per cent of them having
or working towards an additional qualification. Caribbean and Pakistani
teachers had a similar number of teachers with additional qualifications at 64
per cent and 60 per cent respectively. Only one third of Indian teachers
possessed an additional qualification.
24.
Of those who had been successful in gaining promotion there were some
differences between the ethnic groups. Nearly half of Caribbean teachers had
gained promotion had no additional qualifications while all of the African
teachers who had gained promotion had an additional qualification. The
Indian teachers who had gained promotion did not possess additional
qualifications. The results from this analysis indicate that the success rate of
different ethnic groups at gaining promotion cannot be explained by
differences in the levels of additional qualifications they possess.
Feedback
25.
Of those respondents who applied for a promoted post 79 per cent received
feedback on why they were not successful in their application for promotion.
The survey asked respondents to provide some of the reasons they were
given for their unsuccessful application. A range of responses were given.
“Other person more suited to job description.”
“Too young. Query about whether I could teach boys when experience hitherto had
been in a single sex girls’ school.”
“The reasons were usually something like ‘your interview was excellent, but the other
candidate was even better.”
“You are lucky that you are working in this position. The white teachers have a higher
standard of living and they need more money. That is why they are promoted over
you.”
“More qualified experienced candidate was offered post. I was told that I came
across as a very confident classteacher/co-ordinator.”
“Not enough experience of managing change at the whole school level.”
“Lack of depth in answering on management and leadership issues.”
26.
The responses show a range of reasons being given by schools for
applications being unsuccessful. Only 27 per cent of the respondents were
satisfied with the reasons given to them. Further information was provided by
respondents about their satisfaction/dissatisfaction with the reasons given for
their lack of promotion.
“The reasons did not help me in any way. I am a hard working teacher/manager with
lots of experience getting nowhere.”
“I realise that to be promoted is not a question of efficiency or qualifications it is just a
matter of whether you are black or white.”
“I asked the head of department and was told that the school had to think of its image
- the parents may not like to see a ‘foreigner’ in a position of responsibility.”
“Real reason was internal candidates - it seemed like an excuse.”
“My manager didn’t and still doesn’t take me seriously.”
“In some cases they had their preferential or internal candidate.”
27.
The NUT finds it worrying that 21 per cent of respondents who had applied for
promotion received no feedback. This may have consequences for the future
professional development of these teachers. It is also evident from the written
responses that many teachers who have applied for promotion and who have
been unsuccessful have little faith or confidence in the system. Where
feedback was given there were a small number of comments that were racist
in tone.
Reasons for Applying for Promotion
28.
The question why the teachers applied for a promoted post elicited a range of
answers. Many respondents gave answers relating to their career
development, their belief that they had the right experience and their wish to
move into senior management and to take responsibility for the school. Other
respondents mentioned aims such as providing a role model for minority
ethnic pupils, giving something back to the school and the status that came
with the position. The responses to this question included comments such as:
“I believe I have the experience and know how to motivate staff working in teams and
can raise standards in teaching and learning. I also have teaching qualifications up to
MA.”
“Because I was eager to take on more responsibility.”
“Career development - provide a role model for ethnic minority pupils.”
“Opportunity to lead and manage a school and to be able to put into practice my
particular vision.”
“Better pay and more responsibility.”
“Very ambitious person. Like responsibility and the opportunity to initiate change at
the whole school level.”
Teachers in Promoted Posts
29.
The survey also sought to gather the views and experiences of those teachers
who were successful in gaining promotion. The majority of those responding
to the survey found that the ability to make decisions and implement positive
change was the most satisfying aspect of their promoted position.
30.
The majority of teachers (71 per cent) who had been promoted felt supported
in their new position. Respondents were also allowed an opportunity to
provide more information about whether they felt supported in their promoted
position. The majority of those respondents who took up this opportunity
provided positive examples of the support given to them. The examples
included:
“My head of faculty has been most supportive in school and our local maths advisor
(LEA).”
“Supported by all members of the school community.”
“All colleagues have been co-operative. Other staff have given me advice.”
“Having worked as deputy for two different heads - I found them both extremely
supportive and encouraging. Also accompanied by full access to city-wide/inter
school support.”
31.
The negative experiences included:
“No non-contact time given. No training given. Head not listening to suggestions and
advice.”
“No support offered.”
“In my current post some staff were overtly obstructive in the early days. Support
from LEA advisers, HMI inspectors, staff from within the school.”
Reasons for not Applying for Promotion
32.
Those respondents who had not applied for promotion were asked to list the
top three factors that explained why they had not sought promotion.
33.
The factor that was listed as the number one reason why respondents had not
applied for a promoted post most often was: “I do not believe I would be
successful in obtaining such a post”. The reason that was listed in the top
three factors most often was: “I would need more training before I would feel
confident to apply”.
34.
The other main reasons given were: “I want more balance in my life/work” and
“I feel I am not experienced enough”.
National Professional Qualification for Headteachers
35.
The survey showed that 64 per cent of respondents would consider applying
for the National Professional Qualification for Headteachers (NPQH) either
now or in the near future. It was only slightly lower at 58 per cent for those
respondents who had so far in their careers not applied for a promoted post.
All respondents were asked to provide further details about whether they wish
to apply for the NPQH. The range of responses given included:
“I desperately need to go on NPQH if given the opportunity to do so.”
“Under the present discrimination in the educational service, it is hard to envisage a
fair treatment of minority teachers.”
“Not the direction I’ve ever aspired to. I value my time in the classroom with my
students too much to give it up for administrative tasks.”
“I do not want to become a Headteacher.”
“I do not want to be away from classroom teaching. I enjoy being a class teacher.
Even though I know I am capable of being a good deputy head or headteacher I do
not want to be drowned in paper work and be far removed from the pupils.”
“The more one is stagnated, the more one feels apathy and loses interest, resigning
oneself to being a minority (black) in the UK. Only a miracle can change things.
Equality of opportunity? Forget it!”
“With my young children I find it hard to commit myself to more work in the evening.”
“Black teachers find it increasingly difficult to hold such positions as headteacher,
they hardly get any support from their white teachers, nor the blacks who fear they
might be isolated if they do so.”
“Perhaps at one stage I would have considered this but due to the extent of
institutional racism within schools, left untracked, I have changed my mind.”
“Too administrative - takes you away from the teaching which to me personally is the
main interest.”
“I would like to develop my career in education and becoming a headteacher is one
of the options which might be considered.”
36.
The range of responses to this question can be broken down into roughly
three categories. Firstly, there are the teachers who express a passion for
teaching in the classroom and enjoy the interaction with pupils. Secondly,
there are those teachers who don’t want the additional responsibility or feel
they would not enjoy the position. Thirdly, there are a number of teachers who
feel that the present system is not fair to black and minority ethnic teachers.
Just over a third of respondents to this question cited racism or a lack of
equality in the promotion system as a reason for why they would not consider
NPQH training.
In-Service Training
37.
The majority of teachers had attended some form of training in the last twelve
months both in school and out of school. The most common form of in-school
training was ICT, Numeracy and Literacy strategy and Behaviour
Management. The out of school training undertaken by respondents was
more varied with some teachers studying for an MA, others undertaking
specific courses relating to their subject area and other teachers attending
courses on mentoring, minority ethnic pupil achievement and developing
creative writing.
38.
89 per cent of respondents would like to attend more in-service training and
only a third of respondents have received any specific management
development training.
39.
The vast majority of teachers cited reasons such as lack of supply cover,
money and time for the reasons that have prevented them from attending
more in-service training. Some teachers had a positive view of the school and
were pleased with the amount of in-service training they received while others
believed that there was unfairness in the school with a lack of support from
senior management.
Educational Qualifications
40.
Many of the respondents have or are currently studying for other educational
qualifications. Fig 4 shows the number of respondents who have or who are
studying for each type of qualification. It is important to note that 16
respondents are studying or have two of these qualifications and 5
respondents have or are studying for three of these qualifications.
Fig. 4
Do you have, or are you currently studying, for other qualifications?
40
35
Number of respondents
30
25
20
15
10
5
0
MA in Education
MA
Post Graduate Diploma
Other
Type of Qualification
(‘other’ refers to a combination of MA in Education, MA, Post Graduate
Diploma or a qualification not listed)
Career Ambitions
41.
The majority of those who provided information about their career objectives
indicated that they would like to move into middle/senior management or gain
a post as a Deputy Head or Headteacher. Of those who answered this
question, 12.5 per cent said they wanted to leave the profession or were
hoping for early retirement. 17 per cent said they hoped to move into LEA or
other advisory positions, with many of these respondents wishing to work
specifically with minority ethnic students. Other respondents expressed a
desire to gain a full-time teaching position.
Issues Facing Black and Minority Ethnic Teachers
42.
Over three quarters of respondents said that they would consider a one-term
apprenticeship to shadow a black and minority ethnic school leader. Many of
those respondents who said ‘no’ were those teachers who in their answers to
previous questions had expressed a desire to stay in the classroom and did
not wish to become a Deputy Head or Headteacher.
43.
When asked: “Do you consider black and minority ethnic school leaders face
different challenges to their white peers? If so, what are the most significant?”
the most common response cited was the fact that black and minority ethnic
teachers felt that they needed to constantly prove themselves and work
harder than their white counterparts. Prejudice or perceived racism from
governors, parents and other staff members and the additional pressure
placed upon black and minority ethnic school leaders from their own
communities were also pressures which led to this view. Only 9 per cent of
respondents failed to answer this question. The responses given included:
“Racism - black or minority leaders should have higher qualifications than their white
peers to be equal to them.”
“Greater expectations of them to succeed. More people watching for them to make
mistakes/not handle situations adequately.”
“Yes – racism, marginalisation, isolation, aggressive monitoring, higher levels of
accountability, huge, sometimes unrealistic community expectations “
“Yes. They are pushed to prove themselves more; lack of sufficient respect and
acceptance from the establishment.”
“Yes. We need to work harder and prove to all that we are capable of fulfilling the
responsibilities given to us.”
“Yes. People can be overly critical of them. They can get a raw deal from both black
and white colleagues- have not experienced this personally, but have witnessed it.
They are not taken seriously. There are few out there. They have to work twice as
hard to prove that they can do the job “
“Perception that we will not ‘fit in’ to the culture of management. Too challenging in
our views when it comes to equal opportunities.”
“They have little or no option than to take up positions in failing or very difficult
schools. Thus their jobs are already 10 times more difficult.”
“Yes. Not all of which are negative! I feel we represent a voice for most/some black
students and we act as a positive role models for others who can see that we can
achieve if we work hard enough.”
“From my community – ‘I am the guru who must solve every issue pertaining to the
education of the black child.’”
The Role of the National Union of Teachers
44.
The survey also asked for information about what other work can be
undertaken by the NUT to encourage and support black and minority ethnic
members moving into senior management roles. The most common response
focussed on the potential role of the NUT in providing training to its members.
Some respondents mentioned the possibility of the NUT undertaking a needs
assessment of black and minority ethnic teachers and then organising the
relevant training. Other members commented on the positive work of the NUT
in the professional development field and mentioned the course being run in
conjunction with the NCSL. The possibility of a greater focus on training for
0members who aren’t located in London or within easy reach of Stoke
Rochford was mentioned by some respondents who felt that regional events
should be organised.
45.
Another area felt important by many was the work the NUT could undertake in
providing support for black and minority ethnic teachers through networks,
discussion groups and forums for debate. It was felt by some respondents
that the NUT should undertake a role in actually monitoring equal
opportunities by collecting statistics on schools and LEAs. The range of
responses received are detailed below.
“Find the ‘would be’ person – talk to them – identify what they need and move on
from there really. Put them in touch with other senior teachers – it is really lonely.
I’m tired of going to deputy meetings and being the only black face.”
“The NUT can just treat all professionals as people and stop trying to single out
Black/Asians as somehow ‘different’.”
“Produce publicity and posters for schools and public showing black & ME leaders
and support and promote access to accredited training, LEA based black support
groups.”
“Black ethnic minority teachers have different and specific needs, NUT must organise
an analysis of these needs and organise training. NUT could also take part in
selection process.”
“Track a sample number of staff during a set number of years. Provide better union
backing.”
“The NUT can only perform the magic of making it mandatory for Black teachers to
be promoted as easily as their white colleagues.”
“Good progress being made.”
“Establishing regional discussion for ‘black senior managers under NUT areas’.
Providing courses like the NCSL one! An excellent idea! Encourage black and E/M
members to take a more active role in the union. Force heads to allow black and
E/M members to attend ‘black’ courses. Give us support by establishing a
NETWORK for help.”
“Mentoring by existing minority ethnic members already in role. Host regional
conferences, set up regional and national forums.”
“Host regional conferences, set up regional/national forums and enable website
networking between black members and senior black teachers/leaders in education.”
“Courses aimed at reviewing their career structures and aims, completing
applications, addressing job/person specifications and interview techniques/practice.”
“Provide courses for us to prepare for leadership roles.”
“By appropriate interventions like contacting heads, collecting statistics and
monitoring the process of opportunities and encouragement by institution esp. the
heads of senior staff.”
“Monitor Black and minority teachers and their progress and compare with white
counterpart and number of Black teachers as a ratio % of ethnic students. (In my
school - % of black students = 26% to number of black teachers = 2 %.”
“Monitoring or having a thorough overview of appointment procedures.”
“Surveys and publicity. Link up with other bodies. The sort of things you are doing
now.”
Other Comments
46.
The questionnaire also asked respondents to describe any experiences that
have hindered or accelerated their career development. This question elicited
a wide range of responses with 55 per cent of experiences being negative and
45 per cent positive. Some respondents gave examples of both the positive
and negative experiences that they have faced within schools. The responses
received are detailed below.
“Lack of encouragement, lack of opportunity for training on management course.”
“EMAG – once you become an EMAG teacher you might as well forget any
promotion.”
“Racism and jealousy, especially when good work is being done, like getting on well
with pupils.”
“The white ethos of the establishment does not encourage an ethnic member to play
its full role as a senior manager.”
“No encouragement to go on courses. Being by-passed for any promotion.
Undervalued in the school.”
“Lack of appropriate mentoring – good working relationship and communication.
Competition rather than partnership, teamwork and co-operation.”
“Although I feel that I have relevant experience and a lot to offer I am often dismayed
with the number of rejections I have received. I received more encouragement to
further my career at my last school. (Multi-cultural inner city). My present post is
within a white middle class school where I am the only black teacher.”
“Victimisation by parents that has gone unsupported by senior management, so seen
as a potential embarrassment to school and therefore not promoted because stood
up to this treatment. In short bullying and threats.”
“No mentor, no role models, no encouragement to go on leadership course. When
applied for, was told it is not the area for development plan for the school.”
47.
Many of the negative experiences revolved around a lack of support from
Headteachers and others in senior management positions. The effect of
racism and institutional racism was mentioned by 12 per cent of those
completing this question. The positive experiences of black and minority
ethnic teachers included:
“People/colleagues believing in me and encouraging me to apply. Also seeing others
in positions of responsibility doing terrible jobs!”
“Wonderful mentors (all white – I’m African) excellent support from SMT all of which
back by decision to apply for an AST post.”
“Role models – encouragement from black professionals.”
“Hard work and positive role model in my first school. Encouragement to apply for
jobs, mock interview with peers. Help with letters of application/ person specs.”
“My management team serve as good role models.”
“My own determination to succeed and not be afraid to take chances;
Encouragement from friends and family; Having a tutor during initial teacher training
who encouraged us to never give up.”
“NUT conference for black teachers (May) encourages networking and a wealth of
positive collective experiences to learn from.”
“Mentoring and performance management programme, encouragement by SMT.”
48.
The questionnaire also gave people an opportunity to detail any other issues
they wanted to raise about the position of black and minority ethnic teachers
in senior management that had not already been covered by the survey. Many
comments made in this section echo points that have already been covered in
the report. The largest proportion of respondents used this opportunity to
comment on the work of the NUT. The comments included.
“Good to see the NUT taking issue seriously.”
“NUT must campaign for a part in the selection process.”
“It may be that despite the good intentions of the NUT and individual schools to
address the under-representation of black teachers in management the causes are
unfortunately so deep rooted e.g., an individual’s self esteem etc. Perhaps
networking and support groups could address such problems.”
“Every school where there are staff from ethnic minorities should have an ethnic
minority staff promotion monitoring unit run by unions (NUT).”
“Thanks for the opportunity to connect. Good Luck.”
“It would be wonderful if there was some way in which head teachers have to give
account of the race/gender of staff they have during their time at the school. Also
having to account for why they have not taken on black staff not “tokens” only either.”
“I sincerely hope new Race Relations Act will make a difference and will be used by
BME teachers if they see unfair treatment. Union should also make this a priority.”
Conclusion
49.
The survey revealed that many black and minority ethnic teachers still
perceive racism both overt and covert as a major problem in the school
environment affecting promotion opportunities. The majority of respondents
were ambitious for promotion and eager to take on increased responsibilities
within their school. This statement was also true for those who had not yet
applied for promotion.
50.
Many respondents felt that greater monitoring in schools should be
undertaken to ensure a proper representation of black and minority ethnic
teachers within senior and middle management. Other ideas for improving the
promotion prospects of minority ethnic teachers included support networks,
mentoring and shadowing opportunities.
51.
There was a small proportion of respondents who felt that little could be done
to improve the position of black and minority ethnic teachers. These
respondents had almost accepted racism as inevitable for those working in a
school environment. On the other end of the scale many respondents
reported excellent working relationships with other staff members and the
senior management team and felt that racism wasn’t a factor affecting their
educational promotion prospects.
52.
It is clear from the survey that there are particular issues that affect the
promotion opportunities of black and minority ethnic teachers. These issues
can be resolved by schools and LEAs actively ensuring that adequate training
is provided along with support networks. LEAs should consider developing
mentoring and shadowing schemes for black and minority ethnic teachers as
the existence of an encouraging teacher or member of the senior
management team was cited as a factor that spurred respondents to apply for
promotion.
Recommendations
To Government
1.
Further research should be carried out to gain a national picture of the rates of
success of different minority ethnic groups in gaining promotion. The recently
enacted Race Relations (Amendment) Act can be a powerful driver to achieve
this aim.
2.
Further research should be conducted on the factors that limit applications for
promotion from women from minority ethnic backgrounds.
3.
Further work needs to be carried out in the affects of age discrimination on
minority ethnic teachers.
4.
Government needs to ensure that schools have the resources to enable
teachers to be able to attend in-service training.
5.
The Government should establish a work shadow scheme with black and
minority ethnic school leaders for teachers from black and minority ethnic
backgrounds aspiring to leadership positions.
6.
More action is needed to tackle both the direct and institutional racism within
schools faced by black and minority ethnic staff. Monitoring of the
implementation of the Race Relations (Amendment) Act in schools is needed
by central Government.
7.
The Government should encourage all partners in education to provide
targeted training to black and minority ethnic teachers in middle management
positions.
8.
The Government should develop a strategy for the retention of black and
minority ethnic teachers within the profession if it is to avoid a substantial
waste of talent.
9.
The Government should urge all the stakeholders in education to publicise
success stories of black and minority ethnic teachers in leadership positions
and to take action to tackle racism within education. This would aid in the
process of dismantling of the perception and reality of racism in education
which prevents black and minority ethnic teachers from applying for
promotion.
To LEAs
1.
LEAs should place a greater emphasis on publicising training courses such as
the NPQH amongst minority ethnic staff.
2.
LEAs should carry out ethnic monitoring of those attending training to ensure
that minority ethnic staff are adequately represented.
3.
More action is needed to tackle both the direct and institutional racism within
schools faced by black and minority ethnic staff. Monitoring of the
implementation of the Race Relations (Amendment) Act in schools is needed
by local authorities.
4.
LEAs need to provide more consistent training for governors in equal
opportunities issues.
5.
LEAs should provide training for headteachers and governors on fair
promotion procedures which include the importance of constructive feedback
to enable candidates to find pathways for further development.
To Schools
1.
Schools should ensure that helpful feedback is provided to staff applying for
promotion.
2.
Schools should develop more in-service training for staff and ensure that
specific management training is available to all teachers.
3.
Schools should focus on the needs of black and minority ethnic teachers in
their schools and take an active approach to tackling racism in all its forms.
4.
Schools need to ensure that all governors conducting interviews have
received training in equal opportunities.
Appendix 1
NATIONAL UNION OF TEACHERS
SURVEY OF BLACK AND MINORITY ETHNIC TEACHERS
IN SENIOR MANAGEMENT
The National Union of Teachers is conducing a survey of black and minority ethnic members
to ascertain their experience of applying for senior management positions in the teaching
profession. Respondents are requested to complete the questionnaire and ethnic profile as
fully as possible and to return it in the pre-paid envelope to Tabusam Ahmed, Education and
Equal Opportunities Department, National Union of Teachers, Hamilton House, Mabledon
Place, London WC1H 9BD by Friday, 29 September 2002. Please note that all responses will
be treated in confidence.
1. When did you enter
teaching/achieve QTS?
2. What post do you currently hold?
3. How long have you been in this
post?
4. What scale are you on?
5. How long have you been on this
scale?
6. Do you have any management responsibility points?
YES

NO

NO

please tick
7. For how long have you held these
points?
8. Have you ever applied for a promoted post?
YES
go to
question8

go to question16
please tick
9. How many applications for
promoted posts have you made?
10.
Were any of these applications successful?
YES
11.

NO

please tick
If you were not promoted, were you given feedback on why you were not successful?
YES

NO
go to
question11
12.
What reasons were given?
13.
Were you satisfied with the reasons?
YES


go to
question 12.1
please tick
NO

please tick
NO

please tick
13.1. Please give further details:
14.
Please state why you applied for a
promoted post?
15.
What do you find most satisfying
about your promoted post?
16.
Have you been supported in your promoted post?
YES

16.1.
Please give further details:
Please go to question 17
17.
If you have never applied for a promoted post, please rank the top three reasons in order
of importance why you have not done so:
I have not been in my current job long enough
I want more balance in my life/work
I prefer to “move sideways” in my career
I do not believe that I would be successful in obtaining such a post
I do not believe I could do the job
I do not want any further promotion
I feel I am not experienced enough
I feel that I am too old
I could not fit in a promoted post with my caring responsibilities
I would need more training before I would feel confident to apply
I have been dissuaded from applying for promotion
I would feel isolated
Other: please state……………………………………………
18.
Would you consider applying to do the National Professional Qualification for
Headteachers (NPQH) either now or in the future?
YES
18.1.













Please give further details:

NO

please tick
19.
20.
Could you outline briefly any in service training you have attended in the last 12
months:

in school

out of school
Would you like to attend more in-service training?
YES

NO

please tick
21.
What, if any, factors have prevented you from attending more in-service training?
22.
Have you received any specific management development training?
YES

NO

23.
What are your career objectives for the next 1 yr, 1-5 yrs, 5-10 yrs?
24.
Do you have, or are you currently studying for, other qualifications?
MA in Education
MA
Post Graduate Diploma
Other: please state…………………




please tick
25.
Would you consider a one-term apprenticeship to shadow a black and minority ethnic
school leader?
YES

NO

please tick
26.
Do you consider black and minority ethnic school leaders face different challenges to
their white peers? If so, what are the most significant?
27.
How might the NUT encourage and support black and minority ethnic members
moving into senior management roles?
28.
How many teachers are in the 'leadership group' (i.e. headteacher/principal; deputy or
assistant headteacher or principal; senior management team) within your organisation?
Male:
Female:
Total:
What is the ethnic origin of the
members of the leadership group?
29.
Can you describe any experiences that have hindered or accelerated your career
development? (e.g. mentoring; role models; encouragement to go on courses )
30.
Are there any other comments that you would like to add?
31.
Please tick the following boxes if they apply to your school or employment:








Primary
Secondary
Special
LEA centrally employed
Post 16
Inner city
Suburban
Rural
please tick
What is the predominant ethnic background
of students?
In order to allow the NUT to carry out a thorough comparative analysis of the
responses to this survey, respondents are urged to answer the following
questions in relation to gender, age and ethnic origin. The information will be
treated in confidence and the results will not be published in batches of less
than 10 units to protect the identity of respondents. If you are willing to take part
in a brief interview on the subject of black teachers moving into senior
management, please provide your contact details so that we may contact you.
32.
Are you:
female?
male?
33.
What is your age?


21-30
31-45
46-55
56+



34.
Please indicate your ethnic origin. The categories are based on the 2001
National Census as recommended by the Commission for Racial Equality.
Please tick one box:
a. White British
 English
 Scottish
 Welsh

Irish

Any other White background
(Please specify)…………………………………………





b. Mixed
 White and Black Caribbean
 White and Black African
 White and Asian
 Any other Mixed background
(Please specify)………………………………….




c. Asian or Asian British
 Indian
 Pakistani
 Bangladeshi
 Any other Asian background
(Please specify)………………………………….




d. Black or Black British
 Caribbean

 African

 Any other Black background

(Please specify)………………………………….
e. Chinese or other ethnic group
 Chinese
 Any other
(Please specify)……………………………….
34.


If you would be willing to take part in a brief interview on this subject, please provide
your name and school/college address:
Surname(s)E
First Name(s)
School/College
Address
Thank you for taking the time to complete this questionnaire.