The Impact of Educational Reform on Primary School Teachers: The English Experience

Abstract

Since coming into power in 1997 the New Labour government in England has introduced diverse reforms in education explicitly linked to the economic and cultural pressures brought about by the processes of globalisation. This article analyses the impact on primary teachers of some key changes resulting from reform in curriculum and pedagogy, assessment and accountability and workforce remodelling. The analysis is informed by policy documents and evidence drawn from a research project involving the collection of qualitative data in fifty English primary schools. It demonstrates how New Labour's change strategy of 'high challenge, high support' was successful in bringing about considerable changes in primary teaching which were viewed by most teachers as improvements on past classroom practice. However, teachers viewed the accompanying national testing regime as stressful for pupils and damaging to their learning. Moreover, the punitive accountability measures that promoted performativity had very negative consequences for schools and individual teachers. Workforce remodelling further changed the nature of teachers' work bringing both benefits and disadvantages. Initial teacher training and teachers' continuing professional development also underwent fundamental change in order to support the reform process. Contrary to the views of education policy analysts, it is argued that the level of central prescription did not result in the deskilling of teachers who viewed the reforms as having enhanced their knowledge, skills and professionalism. However, the lack of government consultation with teachers over the reforms, the pressures created by the mode of implementation and the control exerted by the accountability mechanisms severely damaged teacher confidence, lowered morale and challenged primary teachers' self-identity.