Understanding the Unspoken Politics in Schools: How Teachers and Administrators Really Think

In the UK, the relationship between school leadership and the true intentions behind their actions is often complex. This article explores the indicators that can help discern whether a school focuses on education or financial gain, with a particular focus on public and private schools.

Public School Leadership: Multi-Academy Trusts vs. Local Authorities

In the UK, the decision often boils down to whether the school is run by a multi-academy trust (MAT). Typically, MAT-run schools prioritize financial gain, while schools managed by local authorities tend to focus more on education due to limited financial resources. In most parts of Scotland, England, and Wales, local authority-run schools receive substantial funding from their local councils, making it impossible for school leaders to be primarily concerned with monetization.

Private Schools: A Different Ballgame

Private schools, particularly those with long-established histories, often have a strong academic focus. However, this does not necessarily equate to a genuine care for education. Teachers and administrators may seek to exclude or expel students whose performance falls below expected standards to maintain high exam results and maintain prestige, which can impact the school's funding.

A high level of special educational needs (SEN) provision and inclusion can be a positive sign. However, even in the UK, where students with Education and Health Care Plans (EHCP) receive additional funding, this is often insufficient and does not always translate to the necessary resources for special books or equipment. Schools that go above and beyond in this area demonstrate a genuine commitment to student success rather than merely monetary gains.

The Primary Goals of Teachers and Administrators

Teachers and administrators in public schools rarely aim to directly impact educational quality. Instead, their primary objectives tend to be more practical and less idealistic:

Making Jobs Easier: Teachers and administrators typically prioritize creating an environment where their work is as comfortable and uncomplicated as possible. This often involves adhering to strict rules and procedures rather than deviating from them. Finding Excuses: When things go wrong, the tendency is to blame external factors or other individuals rather than taking responsibility. This approach helps maintain a favorable reputation, but it may not always result in substantial improvements for students. Flexibility Over Consistency: To minimize liability and ensure minimal disruption, administrators may push for standardizing practices, such as streamlining Individualized Education Program (IEP) accommodations, to make them less specific and less tailored to individual student needs, thereby providing more flexibility for teachers.

While these strategies can help maintain the status quo, they often fall short of addressing the underlying challenges faced by students and the true needs of the educational system. True transformation in educational quality requires a focus on the well-being and learning outcomes of students, rather than on short-term financial gains or personal comfort.

Conclusion

Understanding the unspoken politics within schools is crucial for identifying the true intentions of leadership and the underlying goals of teachers. By recognizing these dynamics, parents, educators, and policy-makers can work towards creating a more effective and student-centered educational environment.