A profession in crisis? Teachers' responses to England's high-stakes accountability reforms in secondary education

Emma Towers*, Sharon Gewirtz, Meg Maguire, Eszter Neumann

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

5 Citations (Scopus)
108 Downloads (Pure)

Abstract

There has been a tendency to construct the teaching profession through a narrative of ‘crisis’ which places particular emphasis on high rates of attrition and poor wellbeing driven by a demanding work culture. Drawing on qualitative data from a mixed-methods study, this paper examines teachers' responses to reforms to English secondary education. It presents evidence that supports a ‘profession in crisis’ narrative with many of the research participants expressing negative attitudes towards the reforms and concerns about staying in teaching. However, the paper also illuminates a counter-narrative that highlights teachers' job satisfaction and their desire to remain in the profession.
Original languageEnglish
Article number103778
Number of pages10
JournalTEACHING AND TEACHER EDUCATION
Volume117
Early online date27 May 2022
DOIs
Publication statusPublished - Sept 2022

Keywords

  • Profession in crisis
  • Teacher attrition
  • Secondary school reforms
  • Teacher wellbeing

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