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Mavis Tutorial Centre

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Tight Management, lots of paper work & 30 minutes dinner break! - Anonymous employee Mavis Tutorial Centre Employee Review

1.0
Sep 4, 2017
Anonymous employee
Recommend
CEO approval
Business Outlook

Pros

Stepping stone to other companies as Mavis has a one-sized fits all approach - students with learning disabilities, weak, normal, express etc. all mixed together. Tough teaching environment with lots of hard copy marking which the management will do random file checks on students.

Cons

Parents feedback directly to the management. Management has poor communication with the employees. Claim to have no paper work for teachers but it's not true at all. Have to write down the things to print and how much to print every lesson. They do not print for you! Have to write down lesson plan every lesson. Random file checks and CCTVs in classroom to monitor the teachers. Teachers are not allowed to touch their handphones at all due to parents' feedback. The most ridiculous is the 30-minute dinner break which we stuffed ourselves with snacks. No proper training or orientation. Very messy administrative staff. Allows for make-up lessons which make things very difficult for the teachers. Different centres have different methods of doing things. Have to suck up to different centre managers as they also feedback to the management about you. In other words, eyes are everywhere. Career growth is non-existent- all teachers are just teachers - there are no hierarchy to senior teachers, and the curriculum directors are only 1-2 for primary and secondary (basically only 5 in the whole company). Management wants you to do extra lessons for students at no extra cost every exam period. They said highly encouraged but what they really meant is you MUST do it.

Explore other reviews about Mavis Tutorial Centre

4.0
Mar 14, 2024
Recommend
CEO approval
Business Outlook

Pros

Love it, couldn't be better

Cons

New hires are terribly screened

1.0
May 28, 2026
Recommend
CEO approval
Business Outlook

Pros

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

Cons

* 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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