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

Research output: Contribution to journalArticlepeer-review

Original languageEnglish
Article number103778
Number of pages10
JournalTEACHING AND TEACHER EDUCATION
Volume117
Early online date27 May 2022
DOIs
Accepted/In press9 May 2022
E-pub ahead of print27 May 2022
PublishedSep 2022

Bibliographical note

Funding Information: This work was supported by the National Union of Teachers . Publisher Copyright: © 2022

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King's Authors

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.

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