Told during probation there were jobs in Dubai

I think there needs to be greater consideration of the impact that the increasing reliance on supply and temporary staff is having, both on pupils and on the teachers working in these roles.

For children, a lack of consistency and routine can be incredibly difficult. Continually changing teachers and staffing arrangements can affect relationships, expectations and classroom stability, and I worry that this may be contributing to some of the behavioural difficulties we are seeing in schools.

There is also a significant impact on the wellbeing and morale of supply and temporary teachers. I worked extremely hard to qualify as a teacher, yet since qualifying I have received very little support, guidance or opportunity to feel that I am developing within the profession.

Instead, I often feel that I am being used to fill staffing gaps rather than valued as a qualified professional. There is very little sense of belonging, job satisfaction or recognition, and at times it feels as though my role is reduced to providing supervision rather than allowing me to use and develop my professional skills as a teacher.

Perhaps most difficult is the uncertainty around why I have been unable to secure a more stable position. If there are concerns about my suitability, ability or performance as a teacher, I would genuinely prefer those concerns to be communicated to me so that I can understand them and develop, rather than continuing to invest considerable time and emotional energy without knowing where I stand.

This lack of support is something I have experienced from the beginning of my teaching career. During my probation year, when I raised concerns about the availability of teaching posts and asked what opportunities might be available after qualifying, I was told that “there were jobs in Dubai”. I found that response incredibly disheartening and insensitive after working so hard to qualify and enter the profession.

I appreciate that schools and local authorities are operating within extremely difficult financial and staffing circumstances. However, the current situation does not feel sustainable – either for children who need consistency and stability, or for qualified teachers who want to feel valued, supported and able to build a career within the profession. Decision-makers need to consider how temporary and supply arrangements affect teachers’ job security, professional development and wellbeing, as well as the continuity of education provided to pupils.