Black and Minority Ethnic Teachers in Senior Management: an Nut Survey

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.

1. The table below shows the breakdown of respondents within the survey.

Role / %
Classroom teachers / 52%
Headteachers / 7%
Deputy Heads/Assistant Headteachers / 6%
Heads of Year/Subject Heads / 10%
EMAG/EAL teachers / 12%
LEA Advisory/other educational role / 7%
Retired / 6%

1. 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 / 5%
White and Asian / 3%
Mixed / 1%
Indian / 16%
Pakistani / 12%
Bangladeshi / 5%
Asian or Asian British Background / 5%
Caribbean / 29%
African / 16%
Other Black background / 5%
Other ethnic background / 2%
Not completed / 3%
Total / 102% [1]

1. 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.

1. 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.

1. 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+.

1. 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.

1. 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.

1. 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.

Summary of Findings

• 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

1. 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).

1. 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 / % of those applying for promotion from this ethnic group / % of survey as a whole from this ethnic group
Mixed[2] / 7 / 9
Indian / 18 / 16
Pakistani / 14 / 12
Bangladeshi / 4 / 5
Other Asian / 4 / 5
Caribbean / 31 / 29
African / 17 / 16
Other Black / 3 / 5
Other ethnic group / 1 / 2
No ethnic group given / - / 3

1. 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.

1. 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.

Fig 1.

1. 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.

1. 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.

1. 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.

1. 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.

1. 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.

Fig 3.

1. 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.

1. 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.

21-30 / 21-45 / 46-55 / 56+
Average / 7% / 47% / 36% / 7%
Indian / 12% / 47% / 24% / 12%
African / 6% / 35% / 47% / 12%
Caribbean / 16% / 53% / 26% / 3%

1. 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.

1. There were also large differences in terms of gender between teachers of African, Indian and Caribbean origins in the survey.

Male / Female
Average / 32% / 68%
Indian / 47% / 53%
African / 35% / 65%
Caribbean / 13% / 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.

1. 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.

1. 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

1. 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.”

1. 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.”

1. 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

1. 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

1. 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.

1. 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.”

1. 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

1. Those respondents who had not applied for promotion were asked to list the top three factors that explained why they had not sought promotion.

1. 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”.

1. 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

1. 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.”