The Impact of Teachers' School Experience on the School Support Competencies of Educational Expert Officiers: A Case Study of ‘A’ Office of Education

With the increasing emphasis on the school support roles of the Office of Education, Educational Expert Officials (EEOs) are now expected to fulfill a variety of functions. However, disparities exist in the competency levels of EEOs, leading to ongoing discussions on how to enhance their school support competencies. This study investigates the variables affecting the support capacity of EEOs, using data from a 2020 survey conducted as part of a policy study commissioned by ‘A’ Office of Education, complemented by additional interviews. The analysis reveals that greater head teacher experience correlates with higher support capacity, while experience as a dispatched teacher or homeroom teacher does not significantly impact this capacity. Interviews suggest that head teachers, who often serve as middle managers and implementers of key policies within schools, gain valuable insights that enhance their ability to support schools effectively. Conversely, teachers dispatched to educational administrative agencies, while gaining a better understanding of administrative functions, primarily assist incumbent EEOs rather than developing their own support skills. Based on these findings, recommendations are suggested regarding the types and extent of teachers' school experience that should be considered during the selection of EEOs.