In 2023/24 there were estimated to be 643,491 full-time equivalent teachers working in the United Kingdom, compared with 641,903 in the previous year. Among UK schools, the pupil to teacher ratio has been fairly stable in recent years, although the ratio in nursery schools has increased from 17.2 to 22.9 between 2010 and 2019.

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.

There were approximately 60,100 head teachers and principals working in the United Kingdom as of the fourth quarter of 2024, compared with 63,300 in the previous quarter.

United Kingdom UK: Primary Education: Teachers: % Female data was reported at 86.984 % in 2013. This records an increase from the previous number of 86.975 % for 2012. United Kingdom UK: Primary Education: Teachers: % Female data is updated yearly, averaging 78.621 % from Dec 1971 (Median) to 2013, with 35 observations. The data reached an all-time high of 86.984 % in 2013 and a record low of 77.301 % in 1971. United Kingdom UK: Primary Education: Teachers: % Female data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s UK – Table UK.World Bank: Education Statistics. Female teachers as a percentage of total primary education teachers includes full-time and part-time teachers.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

The General Teaching Council for England (GTCE) commissioned six independent surveys of the views and experiences of the teaching profession between 2004 and 2010. The surveys were conducted annually, with the exception of 2008, when no survey was undertaken. The surveys formed part of the evidence base which informed GTCE policy and its advice to the Secretary of State for Education. The GTCE closed in 2012.

The principal focus of the GTCE surveys were as follows:

• 2004: key challenges and teachers’ aspirations for the future
• 2005: continuing professional development, personalised learning, assessment and developments in education
• 2006: teaching and learning, continuing professional development, equality, assessment and developments in their own careers and in education more widely
• 2007: pupil achievement, continuing professional development, career plans, and awareness of and training on equalities
• 2009: teacher accountability and its purposes, and also how teachers maintain and improve their professional knowledge and practice through CPD; and
• 2010: what teachers do to inform and improve their practice

Random samples of approximately 10,000 teachers were drawn from the GTCE's Register of Teachers. Response rates varied up to 42%. A booster sample of teachers from black and minority ethnic (BME) backgrounds was added to certain surveys, to help ensure statistically-valid results for this group.

Data Availability:
Users should note that the UK Data Archive only holds quantitative data files for survey years 2007, 2009 and 2010. For 2004-2006, results tables are included in the survey reports (see Documentation table below). There was no survey in 2008.

The GTCE website has now closed, but lists locations where reports and publications are now held. The NFER website also includes information about some of the survey years.

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.

This dataset is about book series. It has 1 row and is filtered where the books is Perceptions of teaching : primary school teachers in England and France. It features 10 columns including number of authors, number of books, earliest publication date, and latest publication date.

This dataset tracks annual total classroom teachers amount from 1987 to 2023 for England Elementary School

There were approximately **** million people working in the education public sector in the United Kingdom as of the first quarter of 2025, compared with *** million in the first quarter of 2000.

This dataset tracks annual total classroom teachers amount from 2001 to 2008 for England Middle School

In the 2018/19 academic year there were 16.4 students for every one teacher in the United Kingdom, the same as in the previous academic year. Of all school types in the UK, nursery schools had the most children per teacher at 22.9, followed by primary schools at 20.5, middle schools at 15.9 and secondary schools which had 15.9 pupils per teacher.

This research project is exploring climate change hope, distress, future scenarios, teacher practices and student action. The online questionnaire was distributed to a dozen secondary schools in the UK. This PDF file contains the questionnaire and the Jupyter Notebook file contains the data analysis in Python.

This statistic shows the number of employed teaching and educational professionals in the United Kingdom (UK) from April 2018 to March 2019, by occupation. In this period there were approximately 400 thousand secondary education teaching professionals employed in the United Kingdom. This was more than those employed as further education teaching professionals, which amounted to roughly 129 thousand employees.

Part of the dataset held in the CRM Evolve national database of qualified teachers . This is a live dataset including historical data from previous responsible agencies. Details of individual teachers are accessible to schools and other employers through the Employer Access Online service. This dataset will transfer into the new Dynamics CRM database late 2013 and will be accessible to relevant stakeholders through a web based NCTL portal. Source GTCE TA NCTL.

The folder contains datasets of teach surveys, including teachers of primary school grade 2 and grade 3. The data was collected in Vietnam in 2019.

This dataset tracks annual total classroom teachers amount from 1987 to 2023 for England High School

Internationally, teaching assistants (TA) support children with special needs and/or disabilities in completing classroom tasks while teachers manage whole-class instruction. Given the limited training available for TAs, influential researchers recently developed a framework to help TAs effectively design such a relevant practice. This ‘scaffolding’ framework encourages TAs to offer minor, neutral support, such as prompting, to students encountering difficulties completing tasks. This way, TAs maximise children’s thinking and learning.

To further inform the scaffolding framework, this research explored TAs’ views in England. Four primary-school TAs participated in a focus group (Focus Group 1) to discuss the scaffolding framework and examples of effective teaching practices across multiple task contexts, such as open and closed tasks. To facilitate the discussion around effective practices, two videos were illustrated to the participants including a TA supporting a child with SEND; the TAs were particularly invited to use the teaching context in the videos to describe effective strategies that they might adopt in comparable circumstances. Video 1 illustrates a TA supporting the child with SEND completing an open task, namely describing a picture, while Video 2 shows the dyad dealing with a closed task: identifying a grammar mistake in a sentence.

The data drawn from Focus Group 1 were finally thematically analysed. To this end, the author transcribed the data verbatim and then interrogated the transcript in relation to scaffolding theories and practices. This process resulted in a list of thematic codes identifying the co-constructed meaning of effective TA scaffolding practices along with practical examples and the factors (such as types of tasks) influencing the applicability of the scaffolding framework. These research findings drawn from Focus Group 1 were finally shared with the participants in a second round of focus group discussion, Focus Group 2, for confirmation and further elaboration.

Drawing from this research, this dataset includes pseudonymised transcriptions of the two focus group discussions. Video 1 and 2 and their transcripts are excluded from the dataset. Additionally, the dataset contains demographic information of the participating TAs gathered through a questionnaire.