New research reveals when school teachers perform at their best

New research has revealed when teachers show “negative characteristics’’ like hostility and sarcasm towards their students.

New graduate teachers are far more capable than they are given credit for, reveals a study that encourages further training for teachers at all levels of their career.

Research led by Queensland University of Technology Professor Linda Graham, published in the journal Teaching and Teacher Education, finds no evidence to support the commonly held belief that new teachers are less competent than their more experienced counterparts.

However, the study does reveal mid-career teachers – those four to five years into their profession – often struggle with teaching and are more likely to show “negative characteristics’’ such as neglect, hostility and sarcasm towards their students.

While those with more than five years’ experience fare better, Graham says that “on average, teachers aren’t kicking major goals’’ and “could be doing better’’.

Cardijn College principal Dr Paul Rijken says education has changed considerably in the past decade. Picture: AAP/ Keryn Stevens

To improve the quality of teaching, Graham advocates better support and professional development opportunities for all teachers, regardless of their level of experience.

“It’s not that all teachers are doing that (struggling) – but it was enough to make a difference (to the study findings),’’ Graham says.

“There’s nothing wrong with saying to students, ‘Please stop that.’.

“But it’s the way you do it – and if you do it in a way that brings shame or ridicule (on a student), that’s not OK.’’

Graham suspects that increasing workloads, a reduction of support and emotional burnout are to blame for the slump in performance by mid-career teachers.

Cardijn College principal Dr Paul Rijken, whose dedication to providing professional learning opportunities to his staff has previously been recognised with a Principals Australia Institute award, says ongoing professional development is crucial for all teachers, no matter their experience.

At Cardijn, early career teachers are provided with mentoring and other support, while those further along in their career are encouraged to take part in highly accomplished and lead teacher training to develop their school leadership skills.

“Education has changed considerably in the last decade,” Rijken says.

“The technological changes alone have been phenomenal and teachers have to stay up-to-date and keep on top of that.

“As a leader, I have to provide not only that professional development for teachers to become better at their job but I have also got to provide that emotional support to our staff and work with them to look after themselves in order to connect with their students.’’

Teacher Nadia Sinkinson with Year 7 students Suzie, Lolita and Fletcher. Picture: Tyler Marsland

English and History teacher Nadia Sinkinson is in her fifth year of teaching and says continual professional development has given her the confidence to take on classes outside her university training, including drama, which she taught for the first time last year.

She says the opportunity to upskill has ensured she remains engaged and passionate about her career.

“Finding new ways to present information to students is only going to benefit the students and their learning,’’ Sinkinson says.

* Read the research by Linda Graham, Sonia White, Kathy Cologon, Robert Pianta. (2020), ‘Do teachers’ years of experience make a difference in the quality of teaching?’, in the journal Teaching and Teacher Education.

Originally published as New research reveals when school teachers perform at their best