Estonia Study Tour Leadership Insights: Tackling the teacher recruitment crisis

Thoughts from Ceri Hathaway, independent education consultant and former Primary Director at Djanogly Learning Trust.

My professional enquiry focused on addressing teacher recruitment and retention. Visiting Estonia, a country facing similar challenges, I aimed to explore the strategies being employed to attract and retain quality teachers amidst a shortage crisis. The purpose of this study tour was to observe educational practices, policies, and leadership strategies that might inform our efforts within multi-academy trusts. 

During the visit, one key observation was Estonia’s emphasis on well-being and professional development as central elements in their recruitment strategy. Teachers receive additional support and regular professional learning opportunities tailored to their career stages. It was also interesting to see a collaborative culture where experienced teachers mentored newer staff, fostering a supportive network. Historically, schools in Estonia have been quite competitive, so this new focus on collaboration marks a significant cultural shift in their educational approach. Despite facing challenges such as low pay for teachers and a notable shortage of male teachers, Estonia has embraced increased autonomy for teachers, allowing schools and staff to create local solutions. This focus on collective growth, rather than top-down directives, was unexpected. 

This approach resonated because it addresses recruitment and retention issues through investment in people rather than merely focusing on filling vacancies. Within many multi-academy trusts, we face similar challenges of teacher turnover and morale, so witnessing a model that prioritises well-being and continuous growth provided valuable insights on nurturing a sustainable teaching community. 

Estonia’s emphasis on well-being and ongoing support highlighted the need to cultivate a stronger professional culture. The practical implications point towards building a structured mentorship programme and revisiting our CPD offer to ensure they cater to varying career stages and personal development goals. Additionally, the collaborative, supportive environment in Estonian schools challenged our target-driven approach. Increased autonomy for teachers in Estonia also showed the importance of allowing staff the freedom to innovate within supportive structures. 

This experience prompts a shift towards nurturing leadership within multi-academy trusts by fostering networks of support and learning. Establishing peer-mentorship and introducing more reflective, collaborative CPD sessions could be crucial steps. By aligning with Estonia’s approach, we can focus on long-term investment in staff well-being and professional growth, ultimately improving retention and job satisfaction. 

Moving forward, a more formal, structured mentorship programme could be implemented, pairing experienced teachers with newer staff to foster a supportive, growth-oriented culture. In addition, regular CPD sessions could be initiated with a focus on well-being, work-life balance, and collaborative reflection. These changes would aim to shift the focus from compliance to continuous professional growth, fostering a sense of value and motivation among teachers. 

This approach aims to inspire leaders within the multi-academy trusts to be more aware of the importance of adopting an empathetic and supportive culture, potentially enhancing job satisfaction, reducing turnover, and creating a more cohesive teaching community. By aligning these initiatives with the trust’s broader objectives, including the trust’s People Strategy, the goal is to create a ripple effect that prioritises well-being and professional growth across the organisation. 

This experience highlighted the value of investing in teacher well-being and creating a culture of ongoing growth and collaboration. The insights gained in Estonia reaffirmed my commitment to enhancing our recruitment and retention strategies. Moving forward, a question to conclude and reflect further: How can we continue to sustain and deepen a culture of support to ensure long-term stability in our teaching workforce? 

To read other leadership blogs reflecting on our Estonia Study Tour, written by senior leaders from across our partner trusts, click here.