By Jonathan Coy for HeadteacherChat
When I first became a headteacher, I made a personal promise that I would never lose sight of what it feels like to stand in front of a class. Every decision I take, every policy I sign off, is rooted in that classroom reality.
Like many leaders, I give a great deal of my time to my team. Staff enjoy considerable flexibility, are genuinely cared for, and benefit from a strong culture of support. We had a full-time SENCO, generous leadership time, wellness days, and a collaborative approach to planning. On paper, it is an excellent working environment — one that prioritises staff wellbeing and professional autonomy.
Yet, despite all this, I have observed a concerning shift in attitude within parts of the profession. It seems, at times, that no matter how much support is offered, it is never enough. A minority of staff appear increasingly disengaged, arriving late, doing the bare minimum, or working strictly to contract. There is a growing sense of entitlement — as if turning up and meeting the basics should be applauded rather than expected.
The Role of Social Media in Shaping the Narrative
Social media has amplified this issue. Influencers and content creators, many of whom have large followings, often post well-intentioned but misleading messages such as, “You don’t have to work hard to be a good teacher.”
While I understand the sentiment — that teaching sustainably is important — this narrative can oversimplify reality. The truth is, some educators naturally possess charisma, creativity, and instinctive classroom management. Others excel through hard work, discipline, and meticulous organisation. Both are valid, but to imply that effort is optional risks devaluing the profession.
A Tipping Point
The pendulum may be swinging too far towards comfort over commitment. The idea that teaching can be entirely stress-free — no planning, no marking, AI doing the heavy lifting — is not just unrealistic; it is dangerous. The notion of working 8.50 to 3.30 with 13 weeks’ holiday might sound idyllic, but it ignores the complexity and responsibility that define our vocation.
If we continue to dilute professional expectations in the name of wellbeing, we risk eroding the very professionalism that unions and previous generations fought so hard to establish. A profession built on dedication, skill, and integrity must not become one that celebrates mediocrity.
The Profession We Must Protect
None of this is to say that workload reform and teacher wellbeing are unimportant. They are essential. However, there is a balance to be struck between sustainable practice and professional pride.
As headteachers, we must protect the standards that underpin education while continuing to support staff in meaningful ways. Leadership should remain compassionate and understanding, but also courageous enough to hold the line on what it means to be a professional.
I began this piece by saying I have never forgotten what it feels like to be in the classroom. That remains true. Teaching is a demanding, rewarding, and profoundly human endeavour. But if we allow the pendulum to swing too far, we risk losing the respect and rigour that define our craft. The time has come to restore balance — to champion both teacher wellbeing and teacher professionalism in equal measure.