An estimated 88.7 percent of teachers in England who qualified in 2022 were still teaching at schools one year after receiving their teaching qualification. By comparison, 86.4 percent of teachers who qualified in 2010 were still teaching a year after qualifying, with 70.8 percent of 2010 qualifiers still teaching five years later. Teacher supply Teacher retention has been an ongoing issue for schools in England due to various factors. While then number of qualified teachers has remained relatively steady between 2015 and 2023, it has not been enough to keep pace with the rising number of pupils in state schools. Additionally, teachers are working more hours on average to cope with a rising workload. Stagnant pay may also be a contributing factor to declining teacher retention, with average primary teacher starting salaries in England falling well behind many of its European neighbors. Teacher strikes National strikes took place in the UK on throughout 2022 and 2023, with members of four teachers unions taking industrial action. This strike action was related to teacher pay amid an ongoing cost of living crisis. Most state-school teachers in England and Wales had a five percent pay rise in 2022, but unions argue that with inflation exceeding ten percent that year, teachers were having to take real-terms pay cuts. The government was initially reluctant to negotiate with unions due to a squeeze on government finances and strike action across many sectors in the UK. By July 2023, however, a deal with the government was reached for the 2023/24 academic, whereby teachers would receive a 6.5 percent pay rise.

Percentage of teachers remaining in state-funded schools in England in the years following obtaining their Qualified Teacher Status (QTS), by year of gaining QTS

This research produced evidence on the issue of minority ethnic teacher retention in England in 2019/20 academic year. Focusing on the perspectives of 24 minority ethnic teachers from different demographics and professional backgrounds, we investigated in interviews why minority ethnic teachers leave schools that employ high numbers of minority ethnic staff and enrol students from similar backgrounds, and what should be done to support their retention.

Full and part-time teachers by year of gaining qualified teacher status, who were in service the following year and the percentage recorded in service in state funded schools in England in each year after.

Retention rates and headcounts of senior leaders in state funded primary or secondary schools at any teaching post within the same school phase.

Percentage of teachers remaining in state-funded schools in England in the years following obtaining their Qualified Teacher Status (QTS), by year of gaining QTS.

NFER surveyed nationally-representative samples of senior leaders with responsibility for staffing in autumn 2020 and autumn 2021. The aim of the surveys was to gather information about senior leaders’ experience of teacher recruitment, retention and what actions, if any, they had taken to manage shortages. The surveys also explored the level of difficulty schools found teacher recruitment in different key stages and subjects and gathered information about how schools currently deal with shortages in the most challenging subjects.

ECTs participating in ECF-based induction who were retained in the SWC after one year, two years and three years, broken down by program type, region, school phase, school type, age group, sex, ethnicity, grade and working pattern.

This file set is the basis of a project in which Stephanie Pywell from The Open University Law School created and evaluated some online teaching materials – Fundamentals of Law (FoLs) – to fill a gap in the knowledge of graduate entrants to the Bachelor of Laws (LLB) programme. These students are granted exemption from the Level 1 law modules, from which they would normally acquire the basic knowledge of legal principles and methods that is essential to success in higher-level study. The materials consisted of 12 sessions of learning, each covering one key topic from a Level 1 law module.The dataset includes a Word document that consists of the text of a five-question, multiple-choice Moodle poll, together with the coding for each response option.The rest of the dataset consists of spreadsheets and outputs from SPSS and Excel showing the analyses that were conducted on the cleaned and anonymised data to ascertain students' use of, and views on, the teaching materials, and to explore any statistical association between students' studying of the materials and their academic success on Level 2 law modules, W202 and W203.Students were asked to complete the Moodle poll at the end of every session of study, of which there were 1,013. Only one answer from each of the 240 respondents was retained for Questions 3, 4 and 5, to avoid skewing the data. Some data are presented as percentages of the number of sessions studied; some are presented as percentages of the number of respondents, and some are presented as percentage of the number of respondents who meet specific criteria.Student identifiers, which have been removed to ensure anonymity, are as follows: Open University Computer User code (OUCU) and Personal Identifier (PI). These were used to collate the output from the Moodle poll with students' Level 2 module results.