The ‘Come and Go’ Syndrome of Teachers in Remote Indigenous Schools: Listening to the Perspective of Indigenous Teachers about What Helps Teachers to Stay and What Makes Them Go
High turnover of teachers in remote Indigenous community schools in the Northern Territory has long been considered a significant contributing factor to low academic outcomes for students in those communities. The average length of stay for a non-Indigenous teacher in a remote s...
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| Format: | Article |
| Language: | English |
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Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2012-01-01
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| Series: | The Australian Journal of Indigenous Education |
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| Online Access: | https://ajie.atsis.uq.edu.au/ajie/article/view/83 |
| Summary: | High turnover of teachers in remote Indigenous community schools in the Northern Territory has long been
considered a significant contributing factor to low academic outcomes for students in those communities. The
average length of stay for a non-Indigenous teacher in a remote school can more easily be measured in months
than years. This instability in staffing is largely responsible for the instability experienced by many
students in these schools. This ‘Come and Go’ syndrome holds true for non-Indigenous staff; however, the
opposite can often be said of Indigenous staff. Indigenous staff in these schools tend to be the ‘Stay and
Stay and Stay’ teachers. They have often worked in their local community school for decades and have seen
literally hundreds of non-Indigenous teachers ‘Come and Go’. They have been the ones to provide a semblance of
stability and some level of program sustainability in education for the children of their own communities.
While there is some qualitative data on the things that improve retention of non-Indigenous teachers in rural
and remote schools, it mostly looks at the training and skills development that can be applied to the
situation. No one has really ever asked Indigenous teachers for their observations or opinions about what
makes teachers stay and what makes them go. This article will draw on conversations from two focus groups of
Indigenous teachers from remote schools in Central Australia who were invited to discuss just this question.
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| ISSN: | 2049-7784 |