Investigating the recruitment and retention of ethnic minority teachers, and its relationship to school outcomes

英格兰是英国种族最多样化的国家，学校也不例外。虽然据估计有31%的学生来自少数民族背景，但大多数学校领导（93%）、教师和助教（86%）以及其他工作人员（87%）都是英国白人。解决教师队伍和学生人数之间的不匹配问题很重要，原因有几个：它可以帮助解决少数民族学生成绩较低的问题，其次可以创建一个更具包容性和多样性的学校社区，反映更广泛的社会。在国家考试中，如英国的普通中等教育证书，成绩最低的学生是吉普赛人/罗姆人和爱尔兰旅行者，其次是来自黑加勒比背景的学生（DfE 2021）。国际证据表明，接触来自相似种族/民族的教师为少数民族学生提供了一个榜样，可以帮助他们提高抱负，缩小成绩差距。还有证据表明，增加学校中少数民族教师的比例也会增加少数民族学生在资优项目中的代表性，减少排斥和降低辍学率。少数民族教师带来不同的视角和生活经历，使我们的孩子接触到文化多样性，这反映了当地社区和整个社会的语言、文化和民族背景。为促进多元和共融的社会，不论学校的人口构成如何，各学校都必须有少数族裔的教职员工，因为这可以为学校带来丰富的文化多样性，并促进不同群体儿童之间的理解和包容。目前还没有强有力的全面研究来了解如何提高学校中少数民族教师的数量。以前的研究往往是小规模的或基于案例研究，这些研究依赖于自我选择的一组个人的证据。这样的调查结果可能会有偏见，因为它们是基于志愿者的声音。这项新研究将：1。绘制过去10年英国少数民族教师和学生（可获得高质量数据）招聘和保留的人口趋势图。这将使我们更清楚地了解少数民族学生人数相对于教师人数的增长情况。在小学二年级和小学四年级建立教员的民族构成与少数民族学生的成绩之间的关系。从与英国有关的国际研究中考察影响少数民族教师供给和流失的因素。找出在英国学校招聘和留住少数民族教师的障碍。找出那些促进英国学校招聘和保留少数民族教师的因素。根据国际证据确定吸引和招聘与英国相关的少数民族教师的有希望的方法7。就最佳做法和有效计划的政策和做法提出建议这项研究将分析来自学校劳动力普查的官方政府数据。UCAS和NPD。它将系统地审查和综合有关吸引和留住教师的有效措施的国际证据。它还将在全国范围内对学校在招聘和留住教师方面面临的障碍和便利因素进行调查。此外，还将对已知在征聘和保留少数民族工作人员方面有效的学校进行深入的个案研究。这些研究主题将提供一个更完整和全面的理解有关少数民族教师在英国的供应和保留的问题。

England has the most ethnically diverse population in the United Kingdom, and the schools are no different. While it is estimated that 31% of the student population is from ethnic minority background, the majority of school leaders (93%), teachers and teaching assistants (86%), and other staff (87%) are White British by ethnic background. Addressing this mismatch between the teacher workforce and student populations matters for several reasons:It can help address the low attainment of ethnic minority pupils, and second to create a more inclusive and diverse school community that reflects the wider society. In national exams, such as the GCSE in England, the lowest attaining pupils are the Gypsy/Roma and Irish travellers, followed by those from Black Carribbean background (DfE 2021). International evidence suggests that exposure to teachers from a similar race/ethnicity provides minority ethnic students with a role model that can help raise their aspiration and close the achievement gap. There is also evidence that increasing the proportion of minority teachers in schools also leads to increased representation of ethnic minority students in gifted programmes, reduced exclusion and lower drop-out rates. Minority ethnic teachers bring different perspectives and life experiences, exposing our children to cultural diversity, which reflects the languages, cultures and ethnic background of the local community and society at large. To foster a diverse and inclusive society, it is imperative that staff of ethnic minority heritage should be represented across our schools, regardless of the demography of the school population, as this brings a rich cultural diversity to the school community, and fosters better understanding and tolerance among different groups of children. There is currently no robust comprehensive research into understanding how we could raise the number of ethnic minority teachers in schools. Previous research tended to be small-scale or based on case studies, which are reliant on the evidence of a self-selected group of individuals. Such findings can be biased as they are based on the voices of volunteers. This new study will:1. Map the demographic trends of recruitment and retention of minority ethnic teachers and pupils in England (for which good quality data is available) over the past 10 years. This will give us a clearer picture of the growth of minority ethnic student population vis-a-vis that of teaching staff2. Establish the relationship between the ethnic composition of the teaching staff and the attainment of ethnic minority pupils at KS2 and KS4,3. Examine the factors that influence the supply and attrition of ethnic minority teachers from international research that is relevant to England4. Identify the barriers to recruiting and retaining ethnic minority teachers in schools in England5. Identify those factors that facilitate the recruitment and retention of ethnic minority teachers in schools in England6. Determine promising approaches from international evidence to attracting and recruiting ethnic minority teachers, relevant to England7. Make recommendations for policy and practice on best practice and effective programmes to adoptThe study will analyse official government data from the School Workforce Census. UCAS and the NPD. It will systematically review and synthesise international evidence on effective measures to attract and retain teachers. It will also conduct a nationwide survey on barriers and facilitators faced by schools in recruiting and retaining teachers. This will be supplemented by in-depth case studies of schools that have been known to be effective in recruiting and retaining ethnic minority staff.The research themes together will provide a more complete and holistic understanding of the issue relating to the supply and retention of ethnic minority teachers in England.