More than two-thirds of art and design teachers are “considering quitting” the profession due to concerns about well-being and workload, according to a new survey.
And nearly nine in 10 (86%) believe their workload has increased over the past five years, according to the survey conducted by the All-Party Parliamentary Group (APPG) for Arts, Crafts and Design in education.
The survey of 1,860 teachers from all stages and types of schools was conducted alongside a survey to assess the state of arts education, amid concerns about the impact of the pandemic “alongside the broader decline in access to arts education”.
He revealed that 67% were “considering leaving” the profession.
And four-fifths (80 per cent) of respondents said well-being and workload were the “two biggest barriers to staying in education”.
Respondents also pointed out that these issues worsened during and after the pandemic.
The group’s report, published in full later this year, is also expected to warn that art teachers – particularly those in secondary schools and sixth form colleges – believe the pandemic has had an impact on “time”, the ‘resources’ and the ‘opportunity to teach skills effectively’.
The National Society for Art and Design Education (NSEAD), which was involved in the research and the report, said workload for art and design teachers had increased due to a fallout between curriculum expectations and what could be delivered during Covid.
Additionally, the loss of learning as a result of the pandemic has left teachers with an extra workload trying to catch up with these students, the group said.
Concerns about access to CPD
The report, ART NOW, will also point out that access to subject-specific CPD was “limited” among art teachers surveyed, with more than a fifth (21%) of secondary school art and design teachers n not having regular access.
Major art leaders said they had to attend subject-specific CPDs “at their own pace”, as well as having to “contribute to the cost of CPD themselves”.
The report will also suggest that initial teacher education (ITT) in primary education is “insufficient to prepare trainees for the task of teaching the national curriculum”.
He reports a “training deficit”, with trainee primary school teachers undertaking agraduate certificate in education (PGCE) receiving only 12 hours of creative arts and between 3 and 12 hours of art and design training during their four-year course.
Art considered “consumable”
APPG chair and Labor MP Sharon Hodgson said the pandemic has ‘undoubtedly’ had a ‘devastating impact’ on the creative and cultural industries, as access to arts education was ‘severely restricted for those prevented from participating through virtual home learning’ .
“Arts, crafts and design were areas of education considered consumables,” she said.
Former NSEAD chair Susan Coles said the APPG called on the government to “take action” and “acknowledge there is a problem”.
Access to high-quality visual arts education was “becoming a postcode lottery” in the country, she warned.
In March this year, a report by the National Foundation for Educational Research (NFER) predicted “recruitment difficulties” in subjects that have traditionally been successful in attracting applicants, such as art.