Burnt out: SA teacher says he’s ready to walk away despite passion for education

Secondary schoolteacher Tim Longstaff has been teaching for 14 years but says he’s ready to quit – joining a national exodus of teachers leaving the profession.

Secondary schoolteacher Tim Longstaff comes from a family of educators.

The 37-year-old’s grandmother and parents taught children.

Now, after 14 years, he is ready to quit the profession which has seen him teach in country and metropolitan public schools across South Australia.

In doing so, he will become part of a national exodus of teachers frustrated at their working conditions, administrative duties, data collection requirements, poor managerial support and pay.

“I’m a third-generation teacher but, if the issues within our education system aren’t addressed, not only will I be looking to change careers but I would not be recommending others join it,” he said.

“Over the last 10 years there have been absolutely unrealistic expectations.

“This really saddens me because I’m passionate about teaching and learning, as well as the intrinsic value of public education for all.”

Like many teachers, Mr Longstaff has taught subjects he has not been trained to teach – a widespread practice known as “out of field” teaching.

“I did history when I did my teaching degree but I’ve also taught maths, geography, science, English, economics, politics, physical education, health, workplace practices,” he said.

“It happens a lot in the country, where teachers are in such short supply so just do what you have got to do.”

Mr Longstaff said he frequently worked through recess and lunch breaks to try to cope with the “excessive demands” on his time.

“Whether that be drafting, marking, following up on behaviour, supporting students or whatever else arises on a day-to-day basis,” he said.

Secondary school teacher Tim Longstaff is concerned about working conditions for teachers. Picture: Dean Martin

Mr Longstaff said the complexity of his role had “increased exponentially” over the last few years for various reasons.

“One of the major issues is the variation of ability in a classroom, where student ability often varies between five and ten years,” he said.

“On top of that you also have an increasing number of individualised learning plans, students with diagnosed and undiagnosed learning difficulties, trauma and behavioural issues.”

Mr Longstaff said further pressure was being added by needing to teach multiple learning programs in order to meet different student needs.

When combined with bringing students who had been absent up to speed, checking on wellbeing and monitoring behaviour, educators were being burnt out.

“The biggest issue that is contributing to excessive and unsustainable workload is that people don’t understand what the complexities of teaching have become,” he said,

“As a result, the last decade hasn’t been funded in a way that values education or educators, who only want what is best for their kids.”

Also contemplating her future is home economics teacher Sadie Gent, who has been teaching for eight years at an Adelaide school.

Ms Gent said data collection was one of the biggest burdens during her working week.

“We just don’t have enough time to get everyone done as it is and then there are the endless demands to collect data,” she said.

“We are reporting on countless things that we don't know where it all goes.

“We’re not trained data collectors. It isn’t what we signed up for.”

Ms Gent said data collection and other administrative tasks reduced the amount of time teachers spent with their students — which, she said, should be their main priority.

“When I am in the classroom, doing what I signed up to do, it is just awesome,” she said.

Ms Gent said her typical working day started with checking emails for an hour before she left for school, then spending time after school doing administrative tasks.

“It is all the other stuff we have to do, like collecting data, that wears you down,” she said.

“What the public doesn’t understand is that, yes, we get holidays but we have to do all our work during the school terms, which means long days and spending lots of weekends marking and writing reports.

“There’s no other time to do it.”