Join if you are obedient and want a stable income - Teacher bei Mavis Tutorial Centre: Mitarbeiterbewertung

2.0
20. Nov. 2025
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CEO-Befürwortung
Geschäftsprognose

Pros

- salary paid on time (29th/30th of every month) - If you are an obedient punctual person who just want to follow and not plan, this job is good for you -no micromanaging (everyone is too busy) - learn a lot from the many students you have - once you have a full schedule you don’t need to do relief unless you want to - For established brand centres like the one starting with T & M, it is the better choice - Management try to agree to your non-monetary requests (locations/working days) - Everything is there for you, just need to appear in class and go through the materials

Kontras

- salary is low, (below what you are worth especially if you are a local uni grad with many years of experience), increment range from $50 - $400 depending on headcount (out of your control) - extremely high workload (18 classes/week if you have 1.5 hours classes only and 16 classes/week if you have 2 hour classes), most centres are capping the class at 15/16 max. Means you won’t have time to prep for class, just go with the flow and establish a routine. - advertised 30 hour work week is a lie, it can be up to 36 hours as some upper secondary classes are 2 hours long. - must work both weekends unless you want a ~10% paycut. - Heard that they are establishing some policies in recent years such as tech allowance with a bond, deducting salary for lateness even if you start the class on time.

Mehr Bewertungen zu Mavis Tutorial Centre entdecken

4.0
14. März 2024
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CEO-Befürwortung
Geschäftsprognose

Pros

Love it, couldn't be better

Kontras

New hires are terribly screened

1.0
28. Mai 2026
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CEO-Befürwortung
Geschäftsprognose

Pros

* Opportunity to gain teaching experience and work with students from different backgrounds. * Some colleagues and students were supportive and enjoyable to work with.

Kontras

* Teachers on medical leave were at times expected to continue conducting lessons remotely instead of proper relief arrangements being made. * Student withdrawals were often reflected negatively on teachers even when the reasons were unrelated to teaching quality, such as relocation or scheduling conflicts. * There was insufficient onboarding and handover support provided to new staff at the start of employment. * Communication and management style varied significantly across centres, and some interactions with management felt dismissive or unprofessional. * Contributions outside the curriculum scope did not always feel acknowledged or valued. * Teacher performance appeared to be measured heavily based on class enrolment numbers rather than overall teaching quality and effort. * HR response times for clarifications and administrative matters could be improved.

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