Teacher migration is not new. In fact, much of human history has been about migration.

Our history is one rooted in forced migration of our ancestors from the African continent across the Atlantic to the Caribbean and the Americas. Jamaica has been ranked second out of 177 countries on the 2022 edition of the human flight and brain drain index. The ranking, which is compiled by business and economics website the GlobalEcomomy.com, assesses “the economic impact of human displacement (for economic or political reasons) and the consequences this may have on a country’s development”. This ranking should not come as a surprise to many Jamaicans since in every Jamaican family there are stories of migration from which the benefits have largely been seen in remittances.

Jamaica has a human flight and brain drain index score of 9.1, with Samoa topping the list with a perfect score of 10.

Many factors contribute to the exodus of teachers. The Government disclosed that some 248 public school teachers had resigned their posts over the summer break, this is in contrast to the Jamaica Teachers’ Association (JTA) estimate that the education system would have been short 600 teachers at the start of 2022/2023 academic year. The education ministry shared that of the 964 new teachers for the public education system, 121 are bonded for five years, having completed their studies through the ministry’s special scholarship programme. It was further reported that 67 are teachers of mathematics, 32 physics and chemistry, and 17 industrial education specialisation.

Additionally, there are 70 teachers coming in under the Jamaica/Cuba bilateral programme. Jamaica has a framework agreement with the Cuban Government through which these teachers are utilised to strengthen Spanish language education.

Undeniably, middle- and high-income countries have the economic ability to offer better compensation packages to teachers and as a result teachers will always view this as a viable option. In the United States of America an experienced elementary school teacher can expect to earn around US$56,000 a year or over $8.4 million. That salary will not be matched in Jamaica. Despite the attractive salary scale in the USA many teaching vacancies still exist. In major North Carolina districts of Charlotte-Mecklenburg Schools almost 400 teaching positions remain open as students return for the start of the 2022/2023 academic year. In order to make up for the shortage, 427 “guest teachers” will be employed. While all guest teachers need to be licensed, they are not required to have a bachelor’s or master’s degree.

Guest teachers will make between $150 and $180 per day, depending on their level of certification, according to Christine Pejot, the director of human resources at the district. According to Pejot, guest teachers differ from substitute teachers because they are assigned to a specific school and are on a full-time contract with benefits included. No one can honestly blame those teachers who leave to better their economic prospects. In Jamaica, a graduate-trained teacher makes over $1 million annually. Teachers survive from paycheque to paycheque, and many are unable to put aside any savings. Electricity, water, food and rent bills take up almost all of a teacher’s salary.

The disrespect many teachers experience from other stakeholders as well as the vindictive nature of school leadership are also push factors for migration of our teachers. Housing is perhaps the number one factor why teachers leave our shores. The area of affordable housing needs urgent government attention in order to stop the haemorrhaging of the education system. Everyone wants to drive a good vehicle and own a house. The reality is, unless one is a principal or vice-principal, this goal is largely unattainable in Jamaica; then again, we have seen where even principals have packed their bags and have left on the migration train.

Career Path ReImagined

Outside of the low salary and poor working conditions is the lack of clear career paths in the education system. Regrettably, vindictive leadership oftentimes stymies the progress of many teachers. It is commonplace for a teacher to spend over 30 years in the profession without any form of promotion. The teaching profession in Jamaica is in need of clearer career paths so that a teacher knows that after serving for a specific time he/she can be promoted.

Since 1998 the teaching profession commenced the introduction of the Master Teacher programme. However, the perception is that this initiative has not lived up to the expected outcomes. How many master teachers can any one school have? Perhaps this system needs to be revisited to see how best this tool can be more impactful in serving the Jamaican teachers.

Another area of concern for many teachers is that of transportation. It is not outside the capability of the government to establish a teachers’ car loan scheme in which very low interest rates and/or concessions on cars are made available to our teachers based on years of service. These small gestures will go a far way in showing that we care and appreciate our teachers.

Teacher Appraisal

Many teachers still view appraisals as a punitive measure. In Jamaica there is a more decentralised education system. There are seven regional offices and each school has a board of governors. Teacher appraisals currently take place at the school level; however, it is expected that with the passage of the Jamaica Teaching Council (JTC) Bill teacher appraisals will be shifted to the JTC.

We should take into consideration that there are currently over 25,000 teachers in the public school system, and when teachers in private institutions are added that number rises to about 38,000. A centralised teacher appraisal pathway will require mobilisation of both human and financial resources, which are currently not available at the JTC.

As with any system there are advantages and disadvantages. The current appraisal system leaves room for subjectivity, and in some instances appraisals might not be truthful. However, moving the teacher appraisal activity to the JTC ought to make the process a more objective one.

Culture of Appreciation

Remuneration is not the end and be all regarding whether teachers go or stay. What is lacking in our education system is a culture of appreciation. This, along with empathy, would go a far way in building the employer/employee relationship.

Displacement usually accompanies migration. After almost two years of the physical closure of schools as well as the attending learning loss our education system can ill afford any form of displacement. Our teachers require more practical psychosocial support, especially in this post-COVID-19 era. To determine the kind of support teachers need, simply ask them and they will let you know.

Governments need to yield to the clarion call to invest more in teachers, a call which is being echoed across all geographical boundaries.

Unfortunately, with the current wave of human flight Jamaica runs the risk of not attaining its Vision 2030 goals. As a result, there must be a determined, collective effort to stem the current brain drain wave. In managing the business of education it is imperative that all stakeholders are seated at the discussion table in order to ensure the best possible educational outcome for all our children.

Wayne Campbell is an educator and social commentator with an interest in development policies as they affect culture and/or gender issues. Send comments to the Jamaica Observer or waykam@yahoo.com.