TTR0054

Written evidence submitted by Education Support

Summary

  • Workload and work-life balance
    • Workload remains a leading reason for people leaving the profession.
    • Dissatisfaction is driven by work that takes teachers and educators away from their core purpose of teaching and learning.
    • Since the pandemic there is an additional layer of work – often related to providing emotional and pastoral care – that is required to ensure pupils are ready to learn.

 

  • School culture and leadership
    • The quality of school cultures and leadership styles varies greatly.
    • We are promoting individuals into school leadership positions who have strong technical capabilities but have not had the opportunity to develop people and leadership skills to the same level.
    • Pressure on leaders – often due to factors like working hours and the accountability system – has a trickledown effect on all staff.
    • Trust, appreciation and autonomy are vital components of school culture that can have a positive impact on teacher wellbeing and retention. 

 

  • Professional development
    • The spirit and ambition of DfE’s ‘golden thread’ is right.
    • But training must meet the needs of the local context, as well as staff subject area specialisms and experience level.
    • Too often, CPD feels technocratic and low quality.

 

  • Flexible working
    • The lack of flexible working policies in schools is driving teachers out of the profession, particularly those with their own children.
    • This is likely only to worsen as the gap in home-working and flexitime benefits widens between teaching and other professions.
    • There is a widespread belief among school leaders that there needs to be ‘boots on the ground’ and that flexitime doesn’t work.
    • Yet, there are many examples of schools doing this well and showing how the practicalities are achievable.

 

  • Pupil behaviour
    • Pupil behaviour has worsened since the pandemic and is often cited as a source of stress and reason to leave the profession.
    • Many teachers feel a lack of confidence in dealing with the increase in behavioural challenges.
    • There are a range of external factors influencing this, which are beyond the scope of this inquiry, but they require examination if training and support for teachers is to keep pace.

 

  1. About Education Support

 

1.1   Education Support has been supporting teachers and education staff for 147 years. Our mission is to improve the mental health and wellbeing of teachers and education staff. We believe that better mental health leads to better education.

 

1.2   We support individuals and help schools, colleges and universities to improve the mental health and wellbeing of their staff. We also carry out research and advocate for changes in Government policy for the benefit of the education workforce, using our unique combination of expertise in the education sector and mental health and wellbeing.  
 

  1. The current situation regarding teacher recruitment and retention 

 

2.1   Education Support is about to publish a research report on the changing nature of the role of teachers and leaders in England. The report will be called Teaching: the new reality and will be published on 10 May 2023. This research concludes that the role of teachers and education staff has changed significantly since the pandemic. Teachers and education staff are now routinely taking on a much wider range of emotional, mental health and practical support for their pupils, and colleagues. This goes far beyond ‘business as usual’ pastoral care and leaves many teachers overstretched, exhausted and chronically stressed.

 

2.2   Much of this is underpinned by the increase in poverty, mental health challenges and experiences of trauma faced by the children and young people who were schooled through the pandemic. All of this is adding to the already significant workload, and working hours, of teachers and education staff.

 

2.3   On top of this, education has been left behind in the modernisation of the workplace. The school system is bound by the trappings of 20th century employment practices. Many in the sector, especially those at the start of their career, tell us that they often compare their jobs to those in other sectors. They observe that teaching is a relatively high-pressure job with long hours, less flexibility and a higher emotional cost than most other roles.[1] They report feeling underpaid and underappreciated for the work that they do.

 

2.4   In December 2022 Education Support announced our Commission on Teacher Retention. The Commission has examined the reasons why so many secondary school teachers are leaving the profession, and what would make them stay. We carried out a survey of over 1,000 secondary school teachers, dozens of interviews and evidence sessions with leading experts and educators, as well as several focus groups with those working in secondary schools in a range of roles.

 

2.5   Below we have outlined the main themes affecting the retention of state secondary school teachers in England, as uncovered by our research. We are currently concluding this project and a full report with recommendations for policymakers and school leaders will be published on 6 June 2023.

 

 

  1. Workload and work-life balance

 

3.1   The World Happiness Report 2017 notes that work-life balance is the strongest workplace driver of an individual’s subjective wellbeing, noting, “Those who have a job that leaves them too tired to enjoy the non-work elements of their lives report levels of positive affect in their day-to-day lives that are substantially lower than those who do not.” [2]  This issue of excessive workload and poor work-life balance was universally shared by focus group participants, as part of the Education Support Commission on Teacher Retention.

 

3.2   The 2022 Teacher Wellbeing Index cited workload as the top reason that education staff wanted to leave their jobs (68% of those considering leaving).

 

3.3   The DfE’s recent Working Lives of Teachers survey showed that most teachers and leaders disagreed that their workload was acceptable (72%) and that they had sufficient control over it (62%). Combined, over half (56%) of teachers and leaders thought both that their workload was unacceptable and that they did not have sufficient control over it.

 

3.4   Although the volume of work is a challenge, significant concern is expressed by teachers when tasks take their focus away from teaching and learning. Dissatisfaction is driven by work that takes teachers and educators away from their core purpose.

 

3.5   Marking, planning, data drops, assessment coordination, replying to emails and admin tasks are the types of tasks that are often cited when discussing this concern. These types of tasks often take up significant time outside of working hours (especially for early career teachers). This erodes their work-life balance and takes their focus and energy away from what they most want to do – which is teach. For those at the early stage of their career, it can also make teaching a less appealing career in the long run, contributing to high numbers of early career teachers leaving the profession.

 

3.5.1         78 per cent of teachers said they were likely to leave the profession if they were offered a job in another sector which promised a better work-life balance. This polled higher than better pay (64 per cent). (Source: Education Support's Commission on Teacher Retention, polling)

 

3.5.2         “But it's definitely the admin tasks that take up a lot of a lot of my time, above and beyond the school hours. A lot of being head of department, a lot of data gathering, a lot of data analysis, a lot of writing of class profiles and intervention strategies. A lot of it is already in a lot of other documents. So I do find it very frustrating that I'm picking data out from one document and kind of transferring it somewhere else. Then a little bit later on in the year, I have to do the same thing again. So I do find it quite arduous, really - the data and admin tasks involved are expected now in teaching.” (Female teacher, Evidence Session for Education Support’s Commission on Teacher Retention).

 

3.5.3         “We've got PPA scattered around over two weeks. And that hour goes away so quickly. And before you know it you've just spent the whole hour replying to emails, and not actually doing the marking you said you were gonna do and then you have to do it at school or at the weekend.” (Female teacher, Evidence Session for Education Support’s Commission on Teacher Retention).

 

 

3.6   Since the pandemic there is an additional layer of work on top of the activities listed above. With the cost-of-living crisis and stretched public services, education staff are increasingly forced into take on work that would usually be carried out by child services, healthcare or mental health professionals.

 

3.6.1         Nearly three quarters (74 per cent) of teachers often help pupils with personal matters beyond their academic work.

 

3.6.2         72 per cent of respondents said that they are helping pupils more with non-academic matters than they did 5 years ago. This climbed to 82 per cent of teachers in schools in Education Investment Areas.

 

3.6.3         69 per cent of teachers reported helping pupils to talk about their mental health.

 

3.6.4         One third (33 per cent) of teachers reported helping their pupils resolve a family conflict.

 

3.6.5         41 per cent have bought students key supplies such as stationery or school bags.

 

3.6.6         More than a quarter (26 per cent) of teachers have prepared food for their pupils.

 

3.6.7         More than a quarter (26 per cent) had signposted a family in their school to local support services (such as social housing).

 

3.6.8         One in ten had paid for parts of their school uniform; and

 

3.6.9         13 per cent said they have cleaned their students’ clothes.  (Source: Education Support's Commission on Teacher Retention, polling of 1,004 secondary school teacahers)

 

 

 

  1. School culture and leadership:
     

4.1   A school culture of trust and appreciation, good leadership and management is essential for good staff retention. Too often, however, we are promoting individuals into school leadership positions who have strong technical capabilities but have not had the opportunity to develop people and leadership skills to the same level.

 

 

 

4.2   Why does leadership and culture matter?

 

4.3   A good culture at work can build collective resilience and help to retain talented staff. We know from our own Teacher Wellbeing Index data (2022) that a negative culture at work can come at a cost to staff wellbeing:

 

4.3.1         42% of teachers and education staff report that culture has a negative effect on their wellbeing

4.3.2         Of those who reported being stressed (75% overall), 88% said they had a negative team culture

4.3.3         Staff with a negative team culture are also less likely to feel able to disclose unmanageable stress (81%)

 

 

4.4   There is a generational shift in people’s expectations around working cultures. Younger “Gen-Z” workers are much less likely to tolerate “a crap environment”. They “learned a lot in the pandemic” when their “life was potentially threatened”. Their attitude now is: “I want a good quality of working life, I want to feel valued. I want to feel trusted. And the way I’m managed makes me feel that way, or not.” (Prof. Cary Cooper, Evidence Session for Education Support’s Commission on Teacher Retention).

 

4.4.1         “It’s about the line manager from shop floor to top floor, and getting the right people into managerial roles” (Prof. Cary Cooper, Evidence Session for Education Support’s Commission on Teacher Retention).

 

4.4.2         “Like all professions, the problem we have is people get promoted based on their technical skills, not their people skills. And that is a real critical dimension.” (Prof. Cary Cooper, Evidence Session for Education Support’s Commission on Teacher Retention).

 

4.4.3         “It's almost as if some school leaders have barely heard of any of the stuff about HR and motivation that the corporate world has been up to its neck in for decades” (Lucy Kellaway, Evidence Session for Education Support’s Commission on Teacher Retention).

 

4.4.4         “Why do they stay? Because in the end… [its] the conditions that leaders have created…  and schools have created, as communities, that make somebody just want to commit and stay.” (Kevan Collins, Evidence Session for Education Support’s Commission on Teacher Retention).

 

4.5   It is vital that the education sector catches up with the 21st Century working world, and prioritises emotional intelligence and leadership capabilities, alongside great technical skills.

 

4.6   Autonomy matters - particularly teachers’ freedom to bring their own personality, flair and style of teaching to the classroom.

 

4.7   Across the sector there has been a shift towards high levels of control and uniformity to drive results. While this can deliver some short-term gain in terms of test results, over the medium term it disempowers teachers and contributes to staff churn. We must find a way to assure high quality teaching, while at the same time trusting teachers, and trusting their professional judgement.

 

4.8   To come up to par with other high performing professions, we must have a starting point of trusting teachers to get on with the job and do their best for the pupils.

 

4.8.1         “Until we start trusting, we will get teachers trying to get away with the minimum because that's how they're taught” (Lucy Kellaway, Evidence Session for Education Support’s Commission on Teacher Retention).

 

4.8.2         “Staff alignment has improved year on year, as… they understand where we're trying to go as a school. And people are more likely to follow you as a result. So rather than trying to just do a quick fix overnight, just understanding that it will take a bit of time to change culture [is important]… But the key thing, one of the key things is people feel trusted, and have a sense of belonging. So by starting to say: I trust you to do your job as you see fit, so therefore there's going to be flexibility.” (Headteacher at an Academy in the Midlands speaking in a 1-2-1 interview for Education Support’s Commission on Teacher Retention).

 

4.9   School leaders are most likely to work long hours, and most likely to experience high levels of stress (Teacher Wellbeing Index 2022).[3] The pressure from the accountability regime – along with other factors, like training – doubtlessly have an impact on leaders’ wellbeing and their ability to manage their people. This is especially the case in challenging areas, where unfavourable judgements are more likely.

 

4.10              We heard in the focus groups of a trickledown effect from senior leaders fearing Ofsted inspection. This could manifest as pressure to ensure everything was ‘Ofsted ready’, which has a direct impact on teacher work load e.g. out-dated marking practices and excessive planning and book sharing. Ofsted is certainly viewed as a significant driver of a low levels of professional autonomy.

 

4.11              Good leadership should also prioritise appreciation, as a core principal of school culture. We heard from many teachers telling us that they would like to see more respect, appreciation and gratitude - particularly as they are picking up many more responsibilities now - from families, Government and also colleagues.

 

4.11.1     “[Teaching is] not respected, because everyone thinks that they know about school and education, because everyone's been to a school and been in education. So they look at what we do and think it could be done better. They see it as being bit of a babysitting service.” (Male senior leader, focus group for Education Support’s Commission on Teacher Retention)

 

4.11.2     “If you believe your teachers are trying to do a good job, then say thank you. It's so basic. Recognize that they're doing a good job. In my current school… I've had zero positive comments. I've had zero negative. I've had zero comments from anyone.” (Lucy Kellaway, Evidence Session for Education Support’s Commission on Teacher Retention).

 

 

 

 

  1. Professional development:

 

5.1.1         There is a grave danger of training becoming another reason why teachers hate their jobs.” (Lucy Kellaway, Evidence Session for Education Support’s Commission on Teacher Retention)

 

5.2   The DfE’s spirit and ambition the “golden thread” of high-quality, evidence-based, support, training and development for teachers is right.

 

5.3   Some aspects have been successful, but CPD can be low-quality and too technocratic. The content is often not bespoke and lacks relevance to the school context, the teachers’ subject area or their level of experience and expertise.

 

5.4   The mentoring in the ECF has been really popular. ECTs participating in one focus group were genuinely animated by the extent to which they were helped by their mentor as part of the ECF – and it clearly had made a big difference to their first years in the classroom.

 

5.4.1         “You don't have to struggle to get a mentor here. Everybody wants to be a mentor, they want to have influence over that member of staff and the training.”

(Deputy Headteacher, at a South Yorkshire High School, speaking in a 1-2-1 interview for Education Support’s Commission on Teacher Retention)

 

5.5   However, we have also heard that the deployment of the ECF is often technocratic; the content is “off-the-peg” and lacks relevance to teachers’ subject specialisms and level of expertise.

 

5.5.1         “The ECT one and two programme is hugely overburdened. There's far too much stuff in it. Too much stuff in it that people have to churn through supplement topics, in-school leaders churn through huge amounts of content.” (Headteacher, at a South London Comprehensive School, speaking in a 1-2-1 interview for Education Support’s Commission on Teacher Retention)

 

5.6   The ECTs in one focus group largely dismissed the online training exercises as an irritating imposition. They were badly organised, often off-topic or unrelated to their subject, and several participants talked about how they “pressed play and got on with something else”. There was a sense that the ECF might be useful but not in the way it is currently delivered.

 

5.6.1.1    “The in-school support from the mentor and my head of department has been excellent. But the online platform… where we've got these blocks to do each term with the endless videos, and things to read… it's just hours and hours of work. And it's just so unrealistic. A whole section was about learning kids names.” (ECT, focus group for Education Support’s Commission on Teacher Retention)

 

5.6.1.2    “Keep it simple and keep it subject specific. Instead of having some random people come in to speak to us… instead, just forget all that, and have a bit more time with my line manager who's really good at teaching and learning, who knows my subject. We could do that, within 45 minutes, instead of this three-hour ECT clinic that I've got tomorrow.” (ECT, focus group for Education Support’s Commission on Teacher Retention)
 

5.7   There are a range of approaches to CPD that are unpopular among teachers, and viewed as ineffective, but remain the norm. These include:

-          long, twilight CPD sessions at the end of a long and pressurised day,

-          hour-long classroom observations that are described as feeling ‘artificial’,

-          rigid definitions of what a good lesson structure looks like. 

 

5.7.1         “In previous schools that I've worked at, we've done sort of these long, twilight CPD inset sessions that just could have been an email. And yeah, I really, really didn't appreciate those.” (Female teacher, focus group for Education Support’s Commission on Teacher Retention)
 

5.8   This extends to the NPQs, which may not be ambitious enough for our teaching workforce.

 

5.8.1         “One of the issues I would have with the NPQs is that they are very much a one size fits all. So pretty much the curriculum content for an early career teacher is pretty similar to what you'd get as a senior leader on an NPQ… The principle of teachers studying and developing their practice and being able to horizon scan and make the best judgments they can - not on the basis of what other people are telling them, but on the basis their classroom [on] this day - that's what we need.” (Alison Peacock, Evidence Session for Education Support’s Commission on Teacher Retention)

 

  1. Flexible working:


 

6.1   The lack of flexible working policies in schools is driving teachers out of the profession, particularly those with their own children; and this is likely only to worsen, as the gap in home-working and flexi-time widens between teaching, and other professions.

 

6.2   We know from the NFER’s 2017 research that teachers have previous been slightly more likely to move into part-time roles when they leave the profession. [4] The NFER’s latest labour market report points out that the variability in availability of flexible working threatens the attractiveness of the job in the longer term.[5]

 

6.3   64 per cent of teachers surveyed were either ‘very likely’ (28 per cent) or ‘somewhat likely’ (36 per cent) to leave teaching for the promise of more flexible working hours in another sector; with women being more likely to leave for this (57 per cent male vs. 68 per cent female).


 

 

 

 

 

Rigid, in-person hours:

 

6.4   For classroom teachers with children, the rigidity of the timetable and the in-person nature of the job makes childcare arrangements and family commitments very difficult.

 

6.4.1         “I decided to leave classroom teaching, because I wasn't going to be able to take my daughter to school, when she started, I wasn't gonna be able to pick her up. And I was like, You know what, it's not worth it.”  (Female teacher, focus group for Education Support’s Commission on Teacher Retention)

 

 

6.4.2         “I think that as my daughter gets a bit older, that's going to be something that's at the back of my mind about the fact that I don't get to see her go into school, or pick her up from school and kind of communicate with other mums.” (Female teacher, focus group for Education Support’s Commission on Teacher Retention)

 

6.4.3         “I mean, I've done it [flexible working, as a teacher] and it was successful. The only difficulty is when you share in groups, and then you've got to sort of like plan around what the other teacher has done. But absolutely, I think it's possible. I think that then your students are accessing expertise from more than one teacher, maybe for sharing groups. But absolutely, I think that [flexible working] would be the one thing that would ensure my longevity within the career. Absolutely” (ECT, focus group for Education Support’s Commission on Teacher Retention)

 

 

 

“Daunting” flexible working practices:

 

6.5   Many of the female teachers we spoke to who had recently had children and wanted to move into part-time arrangements, and then move back into full-time, found that the flexible working policies in their schools were unclear, tricky to navigate, and unfair:

 

6.5.1         “I found that our flexible working policy meant that I could only make one request in any 12-month period. And so I had to make a really not nice decision as well as to whether I was going to go four days immediately or go back three days for a while, or go back full time. And that was horrible… Only being able to make a request once in any 12 months - it really impacts women coming back from maternity leave for sure.”  (Female teacher, focus group for Education Support’s Commission on Teacher Retention).

 

6.5.2         “When you go part time, in my trust, your contract changes to part time hours. So then if you did ever want to go back full time, again, like I have done just from September this year, and you end up having to go in front of all the governors and prove that you are worth the full-time hours.” (Female teacher, focus group for Education Support’s Commission on Teacher Retention).

 

6.5.3         “I suppose I'm a bit bitter because when I came back after maternity, I asked if I could do four days a week, and I was told no. And I challenged that and went to the governors. And when I did that, they said that they can meet me halfway and do five days, one week, and then four days the next week. So for me, like childcare has just been kind of just based upon my mum being really flexible and being retired and being able to have my daughter every other Wednesday.” (Female teacher, focus group for Education Support’s Commission on Teacher Retention).

 


 

Part-time doesn’t mean part-time:

 

6.6   Many of the part-time teachers we spoke to said they are fitting a full-time job into part-time hours. This was particularly true in four-day-a-week arrangements, rather than three.

 

6.6.1         “When I was working full time, I never used to take work home… But when I had my first child and I became part time, that proved a little bit difficult. So then [taking work home] started creeping in” (Female teacher, focus group for Education Support’s Commission on Teacher Retention).

 

6.6.2         “All of the other admin tasks were the same, but you had less time to do those same tasks. So you'd have three days to do those tasks rather than the five days to do those tasks.” (Female teacher, focus group for Education Support’s Commission on Teacher Retention).

 

 

Uncertainty around year-on-year arrangements does not make childcare arrangements easy:

 

 

6.6.3         “I had to pay for childcare if it wasn't on a Monday and Tuesday next year, and my worry is that, obviously they can change my days next year, and I don't really get a say in it. But if it's not on Monday or Tuesday, then I definitely can't afford to work and pay childcare… the only worry in terms of flexible working is that very quickly, it doesn't fit, does it?” (Female teacher, focus group for Education Support’s Commission on Teacher Retention).


 

6.7   We have seen plenty of evidence that the practical challenges around flexible working (i.e. timetabling) can be overcome.

 

6.8   The biggest barrier to establishing flexible working practices in schools is the deeply-held belief among many senior leaders that schools must have “boots on the ground”.

 

6.9   We ran two focus groups with SLT and conducted a series of headteacher interviews. What came through very strongly was that there is a resistance to the idea that flexible working practices are: a) practicable in schools; and b) possible without damaging the outcomes of pupils. There was a strongly held belief that a body of evidence exists that pupils’ - especially disadvantaged ones - need continuity, which can only be provided by having the same teacher present for all their lessons each week.

 

6.10              But the argument made by one headteacher who has already introduced flexi-time, is that it is better to have two teachers, delivering every single lesson to a high standard, than one burnt-out teacher covering all five periods.

 

6.11              “We've tried to adjust our days and our contracts to allow staff to have greater flexibility in the way that they work throughout the day. And I think some schools don't like to do that, because they feel that it's important to have the same teacher with the same class the entire week. And whilst that is important, and there's no doubt that's the best thing to do. I would argue that having a fantastic teacher, three out of four lessons, rather than an average teacher four out of four lessons, you're better off with with the fantastic teacher three out of four lessons.” (Headteacher at a High School in South Yorkshire, speaking in a 1-2-1 interview for Education Support’s Commission on Teacher Retention)

 

 

  1. Pupil behaviour:


 

7.1   Worsened pupil behaviour, and a lack of confidence to deal with the challenges, came up time and again in our evidence from classroom teachers in Education Investment Areas. There are clearly a number of wide-ranging external factors affecting this, e.g:

 

-          struggling mental health support services,

-          levels of child poverty,

-          the growing popularity of Andrew Tate and similar figures on social media,

-          the after-effects of social isolation during the pandemic lockdowns.

 

These factors are beyond the scope of this inquiry and Education Support’s Commission on Teacher Retention, but they require examination if training and support for teachers is to keep pace with reality.

 

7.2   27 per cent of teachers in EIAs said that pupil behaviour was a big issue in their school - slightly higher than outside of EIAs. (Source: Education Support's Commission on Teacher Retention, polling)

 

7.2.1         “If a kid needs to be referred to CAMHs, then the waiting list for that is years. So then we're just waiting for them. The social care system is failing. And therefore we're just expected to carry on in mainstream education with these children that need specialist help. And so, for me, personally, I do feel like behaviour has dropped in my school.” (Female teacher, focus group for Education Support’s Commission on Teacher Retention)

 

7.3   Job satisfaction can be reduced when there aren’t good support structures in place to tackle challenging behaviour. Many teachers told us in focus groups that pupil behaviour is a source of stress. The 2022 Teacher Wellbeing Index shows that 41% of those considering leaving, state pupil behaviour as the reason.[6]

 

7.4   Even where there is good pastoral care in place in school, pupils’ emotional maturity, motivation and aspiration has declined. There are new and expanding challenges for teachers to deal with and previous strategies may not work anymore. 

 

7.5   There was consensus in our focus groups that pupils’ behaviour, mental health and apathy towards learning have worsened since the pandemic lockdowns.

 

7.5.1         “We don't know the full extent of what they've been through in lockdown. But for a lot of them, it's coming out in their behaviour. A lot of them, you can see it is anger and fear and frustration. And with my year 10 group and my colleague with her year 11 group, there's a complete sense of apathy.” (Female ECT, focus group for Education Support’s Commission on Teacher Retention)

 

 

7.5.2         “My year 11 group, they’re really demotivated and the behaviour that I'm managing at the moment is not, I feel like in the past, we've had like, more disruptive students, but at the moment is a lot of like aggression, a lot of like, flat out refusal to do basic things, and massive lack of respect. So the strategies that I've maybe used in the past that have been quite effective with students that are willing to change and willing to sort of get on board, that don't really work at the moment.” (Female teacher, focus group for Education Support’s Commission on Teacher Retention)

 

 

7.5.3         “In my school, there’s definitely a real issue with female teachers really battling this, you know, the sexism and lack of respect for female teachers where, really, we've had to do quite a lot of interventions with the Andrew Tate issues.” (Female teacher, focus group for Education Support’s Commission on Teacher Retention)

 

April 2023


[1] Health and Safety Executive, 2022, https://www.hse.gov.uk/statistics/overall/hssh2122.pdf

[2] De Neve, JE and Ward, G, 2017, Happiness at Work, World Happiness Report 2017 https://worldhappiness.report/ed/2017/

[3] Teacher Wellbeing Index 2022, Education Support https://www.educationsupport.org.uk/media/zoga2r13/teacher-wellbeing-index-2022.pdf

 

[4] NFER, Is the Grass Greener Beyond Teaching? 2017 https://www.nfer.ac.uk/teacher-retention-and-turnover-research-research-update-3-is-the-grass-greener-beyond-teaching/

[5] NFER, Teacher Labour Market in England Annual Report 2023, https://www.nfer.ac.uk/teacher-labour-market-in-england-annual-report-2023/

 

[6] Teacher Wellbeing Index 2022, Education Support https://www.educationsupport.org.uk/media/zoga2r13/teacher-wellbeing-index-2022.pdf