Gazeta Lodz - Irish Deputy Principal Warns Against Measuring Teacher Goodwill in Pay Talks

Fiona Bolger, a deputy principal at Coláiste Abhainn Rí in Callan, County Kilkenny, has cautioned policymakers against attempting to measure or formalize the voluntary contributions of teachers as part of ongoing public sector productivity discussions. Writing in her personal capacity, Bolger argues that the "extraordinary goodwill" provided by educators is the foundation of Irish school communities and cannot be easily replaced by contractual obligations.

Bolger’s commentary addresses the broader debate surrounding public service pay and working conditions in Ireland. While additional working hours were restored for much of the public service in 2022, teachers were excluded from that restoration. Post-primary teachers in Ireland continue to undertake an additional 33 "Croke Park hours" annually beyond their standard contracts. Bolger contends that focusing on these formal metrics overlooks a significant, unmeasured layer of work that sustains the school environment.

According to Bolger, Irish schools operate not only on dedicated professionals and curricula but also on the time and energy teachers give freely. She describes an ordinary week at her school as a case study in this unseen labor. Beyond the timetable, students participate in jiving lessons at lunchtime, represent the school in county-level Rotary competitions, and engage in camogie and soccer matches. These activities are supported by 15 school clubs, all of which require significant teacher coordination.

Across Ireland, teachers organize sporting fixtures, debating competitions, musical productions, environmental initiatives, and charity fundraisers. They also arrange educational trips and college visits, providing young people with opportunities to discover interests and talents they might not otherwise encounter. For many students, these experiences become the most memorable parts of their school years.

The voluntary contribution extends beyond extracurriculars. Bolger notes that teachers frequently give up lunchtimes for additional academic support, stay after school to help students prepare for examinations, and dedicate time during Easter holidays to assist with oral exam preparation. Teachers also provide emotional support, often noticing struggling students and offering quiet listening sessions during breaks.

These actions rarely appear on timetables or in spreadsheets, yet they create relationships and a sense of belonging that are crucial for student engagement. Bolger emphasizes that young people who feel known and valued are more likely to engage positively with their education. A student who struggles academically may find confidence through sports, while a quiet student might discover a voice through debating.

Bolger also highlights the responsibility involved in accompanying teenagers on overnight trips, particularly abroad. Teachers are effectively on duty around the clock, caring for other people’s children because they recognize the value of the experience. She notes that teachers make every effort to arrange these activities around their teaching commitments, utilizing lunch breaks, early mornings, evenings, weekends, and holidays.

A key aspect of this system is its accessibility. Bolger points out that most young people in Ireland attend publicly funded schools, where access to a rich school life does not depend on parents paying private-school fees. This allows students in ordinary post-primary schools across towns and communities to participate in an extraordinary range of activities, competitions, and educational experiences.

However, Bolger warns that as discussions continue around public sector productivity, there is a risk that policymakers may seek to formalize, quantify, or mandate what teachers currently provide voluntarily. She argues that counting hours and prescribing activities might look like progress on paper but could be a profound mistake in practice.

"Goodwill cannot simply become a contractual requirement without changing its nature," Bolger writes. "We risk creating a culture in which people ask not ‘What can I do for my students?’ but ‘Have I fulfilled my required hours?’"

She expresses concern that this shift could replace generosity with compliance and place a ceiling on a contribution that currently has no prescribed limit. While acknowledging the need for accountability and reform, she insists that teaching and learning must remain the central purpose of education.

Bolger concludes by urging policymakers to spend a week in an Irish post-primary school to witness the opportunities being created and the relationships being built outside the classroom. She asks whether the contribution they seek to measure might already be worth considerably more than any additional hours they hope to gain.

"The goodwill of Irish teachers is not an untapped productivity resource," she states. "It is the foundation of our school communities. Once that goodwill is eroded, no amount of regulation or contractual obligation will easily restore it. We should be nurturing it, celebrating it and protecting it."

T.Chmielewski--GL