Figure 1.-- One has to wonder about the prep school teacher. Few English employees have jobs which make such extensive demands on their schedules. This is especially true at boarding schools. These teachers can probably say with some accuracy that they are among some of the poorest paid workers in Britain, especially if hourly pay scales were calculated. |
One has to wonder about the prep school teacher. Few English employees have jobs which make such extensive demands on their schedules. These teachers can probably say with some accuracy that they are among some of the poorest paid workers in Britain, especially if hourly pay scales were calculated. Upon retirement they will have a very modest pension and some masters who taught at boarding school may have not even built up equity in a home. Parents ‘paying the considerable school fees may not be aware that without the willingness of such teachers to work at virtual minimum wages, the fees would be considerably higher. The teachers are in effect taking vows of poverty for the opportunity to educate children from well to do and in many cases wealthy families. Most prep school teachers teach at schools where they could not possibly afford the fees, although often their children are accepted by waiving are reducing the fees. Almost all are capable of obtaining much better paid jobs with far fewer responsibilities and demands on their time. For many teachers, especially the women who usually teach the younger children, it may be only a temporary job and not perceived as a long-term career choice. Others make a conscious decision to teach as a career that they know full well will bring a very modest salary and little status in society. The great paradox of a preparatory and public school teacher is that they while they have chosen not to be upwardly mobile themselves, they are teaching at some of the country’s schools most achievement-oriented schools. There they are surrounded by children who have been sent by highly achievement-oriented upper class and upwardly mobile parents. The teacher’s actual motivations vary. Many describe their career choice as a “way of life.” Many enjoy the opportunity to teach without the disruptions and large classes that exist at state schools. Some teachers use prep schools as a refuge from racial and ethnic diversity that increase the difficulty of teaching in
state schools. Most enjoy the opportunity of working with children and the exhilaration of opening young minds to exciting new ideas. Others enjoy the pleasant surroundings and often suburban and rural surroundings.
