Dear Editor,

“I love to teach, but I didn’t realise love alone is not enough to manage a classroom.” These words reflect the reality of many young teachers who enter the classroom with passion but quickly realise that enthusiasm alone cannot address the challenges of education.

As a teacher who stepped into the Jamaican classroom straight out of college, I experienced first-hand the steep learning curve that comes with the profession. What I needed most in those early days was guidance, mentorship, and training to refine my instructional approach — support that, unfortunately, was not readily available.

Professional development is not a luxury, it is a critical investment in the education system. In Jamaica it remains an urgent need. The Ministry of Education has long emphasised the importance of teacher training, with then Minister of Education Fayval Williams stating in her 2024 sectoral presentation that “our teachers are the backbone of the education system and deserve to be commended for their work” and ongoing training is key to improving educational outcomes. Yet many of our educators continue to struggle because structured, relevant, and consistent professional development programmes are few and far between.

One of the most pressing challenges is the lack of mentorship for new teachers. Transitioning from college to the classroom can feel like being thrown into the deep end without a life jacket. I remember those first months vividly, coping with overcrowded classrooms and struggling to find ways to engage my students. Without mentorship, many new teachers feel unprepared, which contributes to teacher burnout and low retention rates.

Teacher retention is another significant issue. Educators who feel unsupported are more likely to leave, taking valuable skills and potential with them. I, too, left the profession in 2018 for better opportunities abroad. While I miss Jamaica, what I do not miss is staying late at work, struggling to meet impossible deadlines, grading mountains of test papers, and struggling without support.

According to the Jamaica Teachers’ Association (JTA), teacher attrition remains alarmingly high, with many leaving for better salaries, improved working conditions, and professional growth opportunities abroad. I have gained invaluable experience during my time in China, but my goal is to return to Jamaica to help develop mentorship programmes that support teachers and improve instructional practices.

Investing in professional development not only improves instructional practices but also builds teacher confidence and job satisfaction. Teachers need more hands-on, practical training to help them manage large classes, address behavioural challenges, and support students with learning disabilities. This development should be continuous throughout the school year, ensuring that teachers always have access to the support and tools they need.

When teachers feel equipped to handle the challenges they face, students benefit from richer, more engaging learning experiences, and teachers experience greater confidence. Mentoring programmes could pair seasoned educators with new teachers to foster growth and collaboration. Workshops tailored to the realities of Jamaican classrooms could transform the teaching experience.

Professional development is a national imperative. If we want to see a stronger education system, we must invest in meaningful, ongoing training for our educators. The Ministry of Education has taken steps in this direction, but more needs to be done to make these initiatives accessible and impactful for all teachers.

As a teacher who has walked this road, I know that teachers do not need to struggle alone. With mentorship, training, and support, we can move from struggle to strength, building a brighter future for Jamaica’s education system.

Shantel C Adair

Educator

Doctoral candidate

adair_shantel@yahoo.com