Constructing Scenarios for the Future of Teaching in Wales

Report

28 March 2025

Annex A. Further research to construct the teacher personas

Copy link to Annex A. Further research to construct the teacher personas

Additional research from Wales has been used to construct professional traits of and the personas, which are listed below:

Category	Source
Age	From the 35 837 registered school teachers in 2023, 4.2% of teachers are under 25, up from 3.6% in 2020 (Education Workforce Council, 2023[1]). In general, the new generation of teachers is slowly changing regarding its age composition. If in 2019 the newly qualified teachers (NQTs) under 30 years old represented 82.6% of the total, in 2023 this proportion dropped to 79.2%, whereas the proportion of NQTs between 30 and 49 rose from 16.8% to 19.5% (Education Workforce Council, 2023[2]) .
Gender	From the 35 837 registered school teachers in 2023, 75.5% are female (Education Workforce Council, 2023[1]). Among newly qualified teachers (NTQs) who registered with the Education Workforce Council (EWC), the male/female ratio has been quite consistent, with 26-29% being male (Education Workforce Council, 2023[2]) .
School level/grade	From the 35 837 registered school teachers in 2023, 37.4% are employed in primary school (Education Workforce Council, 2023[1]).
Work experience	In 2023, more than one-fifth (20.5%) of all teachers in Wales who have obtained qualified teacher status have been teaching for five years or less. This has increased when compared to 2019 (10.5%) (Education Workforce Council, 2023[3]).
Administrative burden	A study commissioned by the Welsh Government (Beaufort Research/NFER, 2019[4]) into factors that influence the attractiveness and retention on teachers in Wales, which included 1 945 responses to an online survey, showed that a third of respondents considered that reducing the administrative aspects of the teachers’ role would improve their experience as teachers. Moreover, young people were deterred from the idea of becoming primary or secondary teachers by perceptions on workload and bureaucracy, among other factors. Findings from a survey conducted by the Wales Institute of Social & Economic Research, Data & Methods (WISERD) Education (Grigg, 2016[5]) on 220 primary and secondary teachers and head teachers suggest that teachers think the Welsh educational system can be improved through various means, including reducing bureaucracy. A smaller qualitative study (Skinner, Leavey and Rothi, 2019[6]), undertaken among 39 teachers and 6 school leaders across England and Wales, argues that teachers’ commitment is being eroded by the impact of bureaucratic changes at management level (e.g. the setting of performance targets, increased workload, increased accountability and changes in the curriculum). This in turn can impact on their professional identity and can negatively affect their mental health and well-being.
Attrition	In 2023, out of 8 380 teachers that de-registered as a school teacher since March 2018, 891 (10.6%) were under 30 years old (Education Workforce Council, 2023[3]). Out of 756 teachers who left the teaching profession in 2022, 221 (or 29%) had less than 5 years’ experience of working as a teacher (StatsWales, 2023[7]). A study commissioned by the Welsh Government (Beaufort Research/NFER, 2019[4]) into factors that influence the attractiveness and retention on teachers in Wales, which included 1 945 responses to an online survey, showed that teachers’ workload and stress were major factors that were off-putting for potential entrants, early career teachers and some teachers who are considering leaving the profession. Factors putting young people off becoming primary school teachers included bureaucracy, dealing with parents, the lack of opportunities to engage with a particular subject, and the emotional/physical demands of a primary school teacher’s role, in addition to the broader concern with workload as a deterrent to pursuing a career in teaching. Some respondents believed that they could access higher salaries with less stress and workload by pursuing other careers.
Curriculum	The Curriculum for Wales is expected to allow all teachers to design their own teaching and increase their autonomy (Evans, 2021[8]; Grigg, 2016[5]). The OECD has recognised that continuing professional learning is “at the heart of a coherent and co-constructed strategy for schools in Wales, clearly positioned to support the introduction of the Curriculum for Wales and backed by significant public investment” (OECD, 2021[9]). However, a small qualitative study (Skinner, Leavey and Rothi, 2019[6]), undertaken among 39 teachers and 6 school leaders across England and Wales, argues that teachers’ commitment is being eroded by the impact of bureaucratic changes at management level, such as changes in the curriculum. This in turn can impact on their professional identity and can negatively affect their mental health and well-being.
Diversity	The lack of diversity of the teacher workforce in the United Kingdom has been a reason for concern since at least 1985 (Davis et al., 2021[10]). Research has indicated that both students in school, Initial Teacher Education (ITE) students and school teachers with a minority background experience significant difficulties in starting a career in education and staying in the teaching profession (Davis et al., 2022[11]; Welsh Government, 2021[12]),. While 5.3% of the households in Wales indicated having a multi-ethnic background and 13.8% of pupils over the age of 5 have an ethnic background other than White British, this is the case for only 1.3% of teachers (Education Workforce Council, 2023[1]; Welsh Government, 2023[13]; StatsWales, 2023[14]). 5% (or 80 students) of new ITE students in Wales were from a Black, Asian or Minority Ethnic group in 2021/2022 (Statistics for Wales/Welsh Government, 2023[15]), suggesting a notable improvement. The Welsh Government aims to increase the number of teachers with a minority background through several measures. For student teachers with Black, Asian and minority ethnic background, a GBP 5 000 (United Kingdom pounds) scholarship is available the Ethnic Minority Initial Teacher Education incentive (Welsh Government, 2023[16]).
Flexibility	While most contracts are permanent, teacher work is generally not considered as having flexible working arrangements, making it difficult to align a professional career in education with duties and obligations arising from personal life, such as informal care or childcare. Flexibility is considered attractive and as something that is promising for the future of education (Veletsianos and Houlden, 2020[17]). Recent (small-scale) research in Welsh teacher education suggest that blended learning opportunities and a focus on flexibility are considered attractive to a more diverse group of possible future teachers, who might otherwise not have taken up teaching (Glover and Stewart, 2023[18]).
Induction	An induction year for NQTs has been in place in Wales since 2003. After achieving a Qualified Teacher Status (QTS), new teachers are required to complete a statutory induction period consisting of at least three terms (or one full school year). The number of students qualifying after ITE, thus becoming NQT, has risen since 2018/2019 by 35% (Statistics for Wales/Welsh Government, 2023[15]). It has been suggested that early career teachers could develop the role of supporting those at NQT induction alongside more experienced colleagues. Providing such support would be relevant to retain teachers in the early years of their careers (Beaufort Research/NFER, 2019[4]). Being on short-term supply, or on temporary contracts, has been identified as detrimental to a good quality induction period at the start of a teaching career in Wales (Welsh Government, 2020[19]).
Initial teacher education	The 2015 Furling Report on Initial Teacher Education in Wales raises serious questions about the adequacy and quality of its provision at national, institutional and programme level, an assessment that was largely shared by providers, officials and leading stakeholders (Furlong, 2016[20]; Egan, 2016[21]). Since then, Initial Teacher Education in Wales has been fundamentally reformed, based both on this negative assessment and on the “recognition by the Welsh Government that if their wider reforms of curriculum and assessment were to succeed, then teachers themselves had a key role to play” (Furlong et al., 2021[22]).
Job security	According to the 2021 National Education Workforce Survey, 75.6% of teachers described their contract status as permanent, 9.4% as temporary or fixed term and 12.6% as supply (with 2.3% indicating no response or other) (Education Workforce Council, 2021[23]). Being on short-term supply, or on temporary contracts, has been identified as detrimental to a good quality induction period at the start of a teaching career in Wales (Welsh Government, 2020[19]). More than half of surveyed responded that they were not (very) anxious with regards to job security over the last 12 months (Education Workforce Council, 2023[3]).
Labour market	Employment rates in Wales are somewhat lower than the United Kingdom as a whole, mainly due to a higher percentage of people who are economically inactive in Wales (i.e. who are not in the labour force) (Welsh Government, 2023[24]). However, unemployment in Wales is historically low (lower than the United Kingdom as a whole), signaling a demand for workers in many sectors (StatsWales, 2023[25]). Intake in the number of entrants to Initial Teacher Education (ITE) for primary education has risen significantly in 2020/2021 and 2021/2022, well above the annual target the Welsh Government sets for each year (Statistics for Wales/Welsh Government, 2023[15]). Regarding the number of entrants to ITE for secondary education, intake has been below the annual target the Welsh Government sets for each year since 2012/2013. In 2021/2022, the number of entrants was 34% lower than the allocations for that year (Statistics for Wales/Welsh Government, 2023[15]).
Motivation	Research suggests that ITE students are motivated to enter teaching by a sense of vocation. Additionally, they see the profession as an opportunity to make a positive difference to society (Beaufort Research/NFER, 2019[4]).
Qualified teacher status (QTS)	The Qualified Teacher Status (QTS) allows graduated teachers to teach in a school in Wales maintained by local authorities and/or in a non-maintained special school. To gain QTS one must complete a period of ITE, the ITE Partnership will then inform the EWC of the results and the EWC will award the status and issue the QTS certificate (Welsh Government, 2024[26]). The number of new teachers in Wales has risen in the last years. The EWC (2023[2]) reported 1 366 NQTs in 2023, a growth of 17% compared to the 1 165 in 2019. Its composition is also slightly changing, as in 2019 51.2% [82.6%] were under 25 years old [under 30 years old], whereas in 2023 this has fallen to 49.6% [79.3%].
Technological capabilities	Estyn [Education and training inspectorate for Wales] identified and recommended in 2016 the development of using data and new technologies as catalysts for improvement and innovation (Bristow, 2021[27]). This was reaffirmed by the publication of the Welsh Digital Competence Framework (DCF), which implies that primary and secondary schools and teachers across are now responsible for creating “learners [who can] thrive in an increasingly digital world” (Education Wales/Welsh Government, 2018[28]). The 2018 TALIS results show that 40% of teachers had no professional development in technology use and almost 20% saw a high need for more training. Younger teachers were found to use technology more frequently than older colleagues as were teachers who had in-service training (Winter et al., 2021[29]). In Wales, a longitudinal qualitative study with one school found that taking risks is an integral part of changing teachers’ practice with technology (Meace, Carroll and Kop, 2022[30]). In Ireland, a study that surveyed 38 primary and post-primary teachers on their use of technology identified factors influencing teachers’ use of technology, which included the availability of in-school training and the experience of other teachers (Winter et al., 2021[29]).

Category	Source
Age	From the 35 837 registered school teachers in 2023, 29.5% are between 40 and 49 (Education Workforce Council, 2023[1]).
Gender	From the 35 837 registered school teachers in 2023, 75.5% are female (Education Workforce Council, 2023[1]). Whereas research has shown that one-quarter to one-third of teachers who leave the profession return – the majority after only a short absence – (DeAngelis, 2013[31]), past studies have shown that 52% of women leaving teaching to have children return to the profession (Dolton, Tremayne and Chung, 2003[32]). The proportion of female returnees exceeds that of males in a profession in which men are already a minority.
School level/grade	From the 35 837 registered school teachers in 2023, 31.8% are employed in a secondary phase (Education Workforce Council, 2023[1]).
Administrative burden	A study commissioned by the Welsh Government (Beaufort Research/NFER, 2019[4]) into factors that influence the attractiveness and retention on teachers in Wales, which included 1 945 responses to an online survey, showed that a third of respondents considered that reducing the administrative aspects of the teachers’ role would improve their experience as teachers. Moreover, young people were deterred from the idea of becoming primary or secondary teachers by perceptions on workload and bureaucracy, among other factors. Findings from a survey conducted by the Wales Institute of Social & Economic Research, Data & Methods (WISERD) Education (Grigg, 2016[5]) on 220 primary and secondary teachers and head teachers suggest that teachers think the Welsh educational system can be improved through various means, including reducing bureaucracy. A smaller qualitative study (Skinner, Leavey and Rothi, 2019[6]), undertaken among 39 teachers and 6 school leaders across England and Wales, argues that teachers’ commitment is being eroded by the impact of bureaucratic changes at management level (e.g. the setting of performance targets, increased workload, increased accountability and changes in the curriculum). This in turn can impact on their professional identity and can negatively affect their mental health and well-being.
Attrition	A study commissioned by the Welsh Government (Beaufort Research/NFER, 2019[4]) into factors that influence the attractiveness and retention on teachers in Wales, which included 1 945 responses to an online survey, showed that teachers’ workload and stress were major factors that were off-putting for potential entrants, early career teachers and some teachers who are considering leaving the profession.
Collaboration	ESTYN identified and recommended in 2016 the development of building collaborative and supportive professional relationships within and between schools (Bristow, 2021[27]). Welsh practitioners have expressed that more effective collaboration between schools would help to support retention, maintain motivation levels and enthusiasm for the job and result in learning good practice from others and knowledge sharing in general. It would also help with (Beaufort Research/NFER, 2019[4]). Evidence suggests that even though school leaders play a relevant role in their school teachers’ professional learning, they also require support from professional relationships within their own school, collaborative partnerships school-to-school, through Regional Consortia, and/or external mentors (Bristow, 2021[27]). However, findings from a survey conducted by the Wales Institute of Social and Economic Research, Data and Methods (WISERD) Education (Grigg, 2016[5]) on 220 primary and secondary teachers and head teachers suggest less than half of respondents frequently collaborate with colleagues, despite the launch of the professional learning communities model in 2011. The OECD identified a lack of capacity among Welsh school leaders to lead innovation and insufficient development of collaborative school cultures (OECD, 2018[33]) .
Flexibility	While most contracts are permanent, teacher work is generally not considered as having flexible working arrangements, making it difficult to align a professional career in education with duties and obligations arising from personal life, such as informal care or childcare. Flexibility is considered attractive and as something that is promising for the future of education (Veletsianos and Houlden, 2020[17]). Recent (small-scale) research in Welsh teacher education suggest that blended learning opportunities and a focus on flexibility are considered attractive to a more diverse group of possible future teachers, who might otherwise not have taken up teaching (Glover and Stewart, 2023[18]).
Incentives	The Welsh Government has installed an incentive scheme, which provides students with a GBP 5 000 (United Kingdom pounds) grant to students who either study through the medium of Welsh or teach Welsh as a subject (Welsh Government, 2018[34]).
Multi-subject teaching	One-quarter of Welsh teachers teach 2 or more subjects (Education Workforce Council, 2023[1]).
Part-time working	Most Welsh teachers work full time and the education sector can be considered offering mostly ‘traditional’ forms of employment. Data shows that the FTE-FPE ratio (Full Time Equivalent to Full Person Equivalent) is 1:1 for headteachers, deputy headteachers and assistant headteachers. The FTE-FPE equivalent among teachers is 0.9:1, which implies that at least some teachers work part time (StatsWales, 2023[25]). Working part time is more common in Wales as a whole, where 12.9% of men and 37.2% of women worked part time in 2022 (UK Government, 2023[35]).
Returning professionals	Relatively little research appears to have been conducted with former teachers, and even less so with returning teachers. Most commonly, ex-teachers work elsewhere in education, in business, human resources or as carers or aides. In their new professions they continue developing skills and knowledge that could serve them well upon returning to teaching (Buchanan, 2012[36]). While research suggests that returning teachers are often those with limited employment prospects elsewhere or those with different qualifications (Dolton, Tremayne and Chung, 2003[32]; Rinke, 2007[37]), this presents a unique opportunity for the education system. These returnees bring fresh perspectives and a renewed dedication to the profession. By providing targeted support and development opportunities, schools can harness their potential to enrich teaching practices, fostering a more inclusive and dynamic learning environment for students. A study interviewed 22 former teachers in Australia about their journey into and out of teaching (Buchanan, 2012[36]). Although formal professional development did not emerge as a central factor in their hesitation to return, several of them advocated for more informal professional development, such as mentoring. Their perceptions of school culture lacking in collegiality and of finding a classroom daunting after the passage of time also emerged as factors.
Welsh language	In 2017, the Welsh Government presented the ambition ‘Cymraeg 2050’, setting the goal of having one million Welsh speakers in 2050, increasing the use of Welsh and creating favourable conditions for the language (Welsh Government, 2017[38]). The Welsh education sector has been asked to contribute to several targets, such as expanding Welsh-medium education for each school year group to 30% in 2031 and 40% by 2050. This also means having more teachers who can teach Welsh as a subject in secondary schools, from 500 in 2017 to 900 in 2031 and 1200 by 2050. According to EWC data, there are currently 957 secondary school teachers registered who are certified to teach Welsh, while there are 1057 teachers currently teaching Welsh, suggesting some teachers do not have the necessary qualifications to do (Education Workforce Council, 2023[1]). The Welsh Government has installed an incentive scheme, which provides students with a GBP 5 000 (United Kingdom pounds) grant to students who either study through the medium of Welsh or teach Welsh as a subject (Welsh Government, 2018[34]).

Category	Source
Age	From the 35 837 registered school teachers in 2023, 29.5% are between 40 and 49 (Education Workforce Council, 2023[1]). From the 3 327 registered work-based learning practitioners (WBLP) in 2023, 27.1% are between 40 and 49 (Education Workforce Council, 2023[1]). In general, the new generation of teachers is slowly changing regarding its age composition. If in 2019 the newly qualified school teachers under 30 years old represented 82.6% of the total, in 2023 this proportion dropped to 79.2%, whereas the proportion of newly qualified school teachers between 30 and 49 rose from 16.8% to 19.5% (Education Workforce Council, 2023[2]).
Gender	From the 35 837 registered school teachers in 2023, 75.5% are female (Education Workforce Council, 2023[1]). From the 3 327 registered WBLPs in 2023, 63.3% are between 50 and 59 (Education Workforce Council, 2023[1]).
Alternatives teaching routes	Research among participants in the Open University initiative in Wales has found that the new routes into teaching are supporting diversification of the teaching workforce: The percentage of 25–39-year-olds participate in the new routes is twice to those training via a one-year Postgraduate Certificate in Education (PGCE). It is argued that more mature students can bring transferable skills from their prior life and work experiences into their teaching and their colleagues (Glover and Stewart, 2023[18]). However, the number of students in these new programmes is still quite limited: In 2022, just 138 people were undertaking the flexible PGCE programme (Glover et al., 2023[39]).
Attrition	From the school teachers registered in 2013 who had de-registered in 2023, 6.3% [6.5%] were between 40 and 44 [45 and 49] in 2013 (Education Workforce Council, 2023[1]). In 1 March 2018, there were 2 913 WBLPs registered with the EWC. In March 2023, 45.6% of that cohort were still registered as WBLPs with the EWC. From those who de-registered, 12.2% [11.8%] were between 50 and 54 [55 and 59] in 2018 (Education Workforce Council, 2023[1]). Research has shown that part-time teachers in Wales are more likely to leave teaching than their counterparts (Ghosh and Worth, 2022[40]).
Autonomy	The OECD identifies the concept of autonomy as the degree in which teachers practice their profession in their classroom, as well as professional knowledge base, their decision-making power over their work, and their opportunities for exchange and support (Schleicher, 2020[41]). In the Welsh context, autonomy is often associated with schools as an indicator of decentralisation and accountability (OECD, 2018[33]). The aspect of autonomy, freedom in making choices and taking these opportunities require a mindset and expertise that feels competent in making use of the space provided. Findings from a survey conducted by the Wales Institute of Social & Economic Research, Data & Methods (WISERD) Education (Grigg, 2016[5]) on 220 primary and secondary teachers and head teachers suggest that teachers in Wales think their educational system can be improved through various means, notably by increasing their professional autonomy. Furthermore, literature suggests that professional autonomy, nurtured through involvement in decision making, is key in teacher retention (Beaufort Research/NFER, 2019[4]) Research in Belgium suggests that having autonomy is a reason for teachers to stay in the profession (Mombaers, Vanlommel and Van Petegem, 2020[42]; Mombaers et al., 2023[43]) and that teachers find important that they are involved by their school leader in school decisions and given autonomy in their own classroom practice (Backers, Tuytens and Devos, 2020[44]; De Neve, Devos and Tuytens, 2015[45]; Ladd, 2011[46]). It is expected that the Curriculum for Wales will allow all teachers to design their own teaching and increase their autonomy (Evans, 2021[8]).
Diversity	From the 35 837 registered school teachers in 2023, 0.6% identify as mixed or coming from multiple ethnic groups, 0.7% as Asian or Asian British, 0.2% as Black, African, Caribbean or Black British, and 0.2% as part of other ethnic group (Education Workforce Council, 2023[1]). From the 3 327 WBLPs in 2023, 0.8% identify as mixed or coming from multiple ethnic groups, 0.9% as Asian or Asian British, 0.5% as Black, African, Caribbean or Black British, and 0.4% as part of other ethnic group (Education Workforce Council, 2023[1]). There are a disproportionate number of teachers of colour (ToC) in Wales in comparison to pupils of colour. Teachers are less ethnically diverse than the pupils they are teaching with only 1.3% of teachers categorising themselves as being from a non-White background. The number of pupils from ethnically diverse backgrounds compared to White backgrounds in Wales shows 12% of pupils aged 5 and over being from families other than White British. Higher Education Statistics Agency reports that on teacher training programmes in Wales at all levels (undergraduate and postgraduate), 7% of students categorised themselves as being from a diverse background. School leaders are 15 (out of 3 443). Findings indicate that most of the participants, especially ToC, viewed themselves as role models for young learners of colour. They believed that it was their responsibility to mentor and support the younger generation, especially if the young people had a similar background to themselves (Davis et al., 2022[11]).
Division of hours worked	WBLPs stated that they spent the most time on assessment and marking, administration and paperwork, and planning and preparation in terms of the number of hours spent over and above core work activities (e.g. teaching, supporting learning) (Education Workforce Council, 2023[3]).
Flexibility	While most contracts are permanent, teacher work is generally not considered as having flexible working arrangements, making it difficult to align a professional career in education with duties and obligations arising from personal life, such as informal care or childcare. Flexibility is considered attractive and as something that is promising for the future of education (Veletsianos and Houlden, 2020[17]). Recent (small-scale) research in Welsh teacher education suggest that blended learning opportunities and a focus on flexibility are considered attractive to a more diverse group of possible future teachers, who might otherwise not have taken up teaching (Glover and Stewart, 2023[18]).
Hours worked	WBLPs indicated that they regularly work, on average, 47 hours during a typical working week (Education Workforce Council, 2023[3]).
Job security	More than half of surveyed responded that they were not (very) anxious with regards to job security over the last 12 months (Education Workforce Council, 2023[3]).
Mentoring	ESTYN suggested in 2016 that improving the quality and consistency of mentoring would be of benefit to all routes into teaching (Glover et al., 2023[39]). For this to happen, mentors are needed to have the personal attributes, the required training and to be given time to devote to the role (Beaufort Research/NFER, 2019[4]). NQTs that participated in a Masters level programme that accredited professional learning made clear that the collaboration with mentors and other practitioners had a positive impact on their professional learning experiences and helped them to develop an understanding of how to capture their learning (Bristow, 2021[27]). Evidence suggests that even though school leaders play a relevant role in their school teachers’ professional learning, they also require support from professional relationships within their own school, collaborative partnerships school-to-school, through Regional Consortia, and/or external mentors (Bristow, 2021[27]).
Professional development	>75% of surveyed WBLPs had undertaken some professional learning in the past 12 months, with attending internal Continuous Professional Development (CPD) training sessions including e-learning being the most common form. Conflict with work, not enough time was one of the main barriers from accessing professional learning (Education Workforce Council, 2023[3]). Findings from a survey conducted by the Wales Institute of Social & Economic Research, Data & Methods (WISERD) Education (Grigg, 2016[5]) on 220 primary and secondary teachers and head teachers suggest that teachers in Wales think their educational system can be improved through various means, notably by developing quality professional development.

Category	Source
Age	From the 35 837 registered school teachers in 2023, 14.1% are between 45 and 49 (Education Workforce Council, 2023[1]).
Gender	From the 35 837 registered school teachers in 2023, 75.5% are female, while 24.6% are male (Education Workforce Council, 2023[1]).
School level/grade	From the 35 837 registered school teachers in 2023, 31.8% are employed in a secondary school (Education Workforce Council, 2023[1]).
Work experience	In 2023, 13.9% of all teachers in Wales obtained their qualified teacher status 21 to 25 years ago. This has not changed when compared to 2019 (Education Workforce Council, 2023[3]).
Community engagement	One prominent theme raised by a number of respondents, and in particular from organisations, was the need for greater emphasis on promoting the Welsh language beyond education and in the wider community. Respondents called for more communication and promotion of the benefits of bilingualism and using the Welsh language. They called for more messages about the benefits of bilingualism and the advantages of Welsh-medium education to be shared with Welsh-speaking families and those who do not speak Welsh at home (Welsh Government, 2024[47]).
The Association of Schools for Welsh Language (CYDAG)	The Association of Schools for Welsh Language (CYDAG) works with primary and secondary schools to promote and develop all aspects of bilingual education. It promotes collaboration, arranges activities to support professional development, serves as a forum regarding bilingual education and communicates its members’ aspirations and concerns to public organisations and authorities (Welsh Government, 2009[48]). CYDAG offers leadership to the whole of the Welsh-medium sector and holds regular meetings with ministers, civil servants, inspectorate and other education bodies representatives to inform and influence the development of policies and practices that affect the sector (Egan and Keane, 2018[49]).
Diversity	From the 35 837 registered school teachers in 2023, 63.1% identify as Welsh (Education Workforce Council, 2023[1]).
Incentives	The Welsh Government has installed an incentive scheme, which provides students with a GBP 5 000 (United Kingdom pounds) grant to students who either study through the medium of Welsh or teach Welsh as a subject (Welsh Government, 2018[34]).
Mental health	Headteachers in English-medium schools reported experiencing stress related to teaching in the medium of Welsh more frequently than those in Welsh-medium schools. Headteachers in rural schools, schools with no management team to support them, and those who continued to teach, reported experiencing role conflict between being a teacher and manager more frequently than headteachers in other schools. Expanding the review to include external support from services beyond the educational department of the local authority would also help to address work-related stress associated with managing increasing health and social support needs of pupils and their families. The suggestion to introduce business managers, for many, would have a beneficial effect on reducing managerial burden, but introducing them is not without difficulties, especially in smaller or rural schools where the role may not be financially viable (Scott, Limbert and Sykes, 2024[50]). A study commissioned by the Welsh Government (Beaufort Research/NFER, 2019[4]) into factors that influence the attractiveness and retention on teachers in Wales, which included 1 945 responses to an online survey, showed that more support was needed with mental health and well-being. A small qualitative study (Skinner, Leavey and Rothi, 2019[6]), undertaken among 39 teachers and 6 school leaders across England and Wales, argues that teachers’ commitment is being eroded by the impact of bureaucratic changes at management level, such as changes in the curriculum. This in turn can impact on their professional identity and can negatively affect their mental health and well-being.
Motivation	A study commissioned by the Welsh Government (Beaufort Research/NFER, 2019[4]) into factors that influence the attractiveness and retention on teachers in Wales, which included 1 945 responses to an online survey, showed that the privilege of being able to speak Welsh every day as part of a job was a motivation factor. Teaching also offered Welsh speakers the opportunity to promote the Welsh language as part of their daily work.
Multi-subject teaching	One-quarter of Welsh teachers teach two or more subjects. (Education Workforce Council, 2023[1])
Professional development	Challenges in developing the Welsh language skills of learners: Ensuring that leaders in English-medium providers place a priority on developing their learners’ Welsh language skills and understand the value of those skills for future employment. (ESTYN, 2024[51]) The need for training and professional development or teachers was raised in several responses and there was some concern about a shortage of teaching staff proficient in the Welsh language. Respondents were of the view that a shortage of suitably skilled personnel could hinder the implementation of the proposals for the Bill and could ultimately hinder progress towards the aim of a million Welsh speakers (Welsh Government, 2024[47]).
Professional support	Challenges in developing the Welsh language skills of learners: 1) Ensuring suitable and flexible professional learning to support practitioners to develop their personal Welsh language skills. 2) Effective transition arrangements from one phase to another (ESTYN, 2024[51]).
Recruitment	One of the challenges in developing the Welsh language skills of learners is recruiting staff to teach through the medium of Welsh across the sectors (ESTYN, 2024[51]). A study commissioned by the Welsh Government (Beaufort Research/NFER, 2019[4]) into factors that influence the attractiveness and retention on teachers in Wales, which included 1 945 responses to an online survey, showed that teachers’ workload and stress were major factors that were off-putting for potential entrants, early career teachers and some teachers who are considering leaving the profession. Factors putting young people off becoming secondary school teachers included the challenges of managing teenagers and perceptions of stress, in addition to the broader concern with workload as a deterrent to pursuing a career in teaching. Some respondents believed that they could access higher salaries with less stress and workload by pursuing other careers.
Resources	The Welsh Government ran a consultation in 2023 on the White Paper on the Proposals for a Welsh Language Education Bill (Welsh Government, 2024[47]). It received 538 responses, 366 of which were unique. Respondents highlighted the importance of providing resources, training and support for teachers, and support for parents to improve their Welsh language skills. They suggested positive and better communication and advertising campaigns to highlight the benefits of Welsh-medium education, including marketing materials and resources being made available for education professionals.
Retention	Respondents noted that a significant increase in the number of teachers able to teach through the medium of Welsh is needed, as well as strategies to ensure fewer teachers leave the profession (Welsh Government, 2024[47]). A study commissioned by the Welsh Government (Beaufort Research/NFER, 2019[4]) into factors that influence the attractiveness and retention on teachers in Wales, which included 1 945 responses to an online survey, showed that teachers’ workload and stress were major factors that were off-putting for potential entrants, early career teachers and some teachers who are considering leaving the profession.
Rural schools	Rural areas often cater for smaller populations and rural schools are therefore often smaller than schools in urban areas, and their teachers experience challenges and opportunities that are different from teachers in urban settings (Downes and Roberts, 2018[52]). Research from Wales points to several advantages and disadvantages affecting the work of teachers in rural schools: They need to differentiate much more due to larger age differences in their class, have a stronger need for cooperation and more often have the dual role of being a school leader as well, with all the responsibilities that come with this role (Thorpe and Williams, 1997[53]). Research has pointed out that rural schools benefit from educational partnerships and the need to collaborate (Cann, Malcolm and Jephcote, 2011[54]).
School leadership	One of the challenges in developing the Welsh language skills of learners is ensuring that leaders in English-medium providers place a priority on developing their learners’ Welsh language skills and understand the value of those skills for future employment. (ESTYN, 2024[51]). Findings from a survey conducted by the Wales Institute of Social & Economic Research, Data & Methods (WISERD) Education (Grigg, 2016[5]) on 220 primary and secondary teachers and head teachers suggest that teachers in Wales think their educational system can be improved through various means, notably by developing clear leadership.
Welsh language	In 2017, the Welsh Government presented the ambition ‘Cymraeg 2050’, setting the goal of having one million Welsh speakers in 2050, increasing the use of Welsh and creating favourable conditions for the language (Welsh Government, 2017[38]). The Welsh education sector has been thus asked to contribute to several targets, such as expanding Welsh-medium education for each school year group to 30% in 2031 and 40% by 2050. This also means having more teachers who can teach Welsh as a subject in secondary schools, from 500 in 2017 to 900 in 2031 and 1200 by 2050 (Education Workforce Council, 2023[1]). Nowadays, a third of teachers speak Welsh, although only 26.5% declared whether they were either trained to work, currently work, or have ever worked through the medium of Welsh or feel confident to do so (Education Workforce Council, 2023[1]). Since 2018-2019, the proportion of schools that provide education through the medium of Welsh has remained consistent at 30% of the total number of schools in Wales. In addition, the proportion of pupils in schools where at least half of the subjects are available through the medium of Welsh has remained consistent at 23%. The percentage of pupils taught in designated Welsh-medium schools has increased from 16% in 2012-2013 to 17% in 2022-2023 (ESTYN, 2024[51]).

Category	Source
Age	From the 35,837 registered school teachers in 2023, 28.7% are between 30 and 39 (Education Workforce Council, 2023[1]).
Gender	From the 35,837 registered school teachers in 2023, 75.5% are female, while 24.6% are male (Education Workforce Council, 2023[1]). As of November 2022, females accounted for 64.6% of teachers in leadership, including executive headteachers, headteachers, acting headteachers, deputy headteachers and assistant headteachers (Welsh Government, 2023[55]).
Work experience	In 2023, 14.3% of all teachers in Wales obtained their qualified teacher status 6 to 10 years ago. This has slightly decreased when compared to 2019 (15.9%) (Education Workforce Council, 2023[3]).
Administrative burden	Excessive bureaucracy and administrative responsibilities were reported as some of the main challenges regarding senior leadership positions in Wales (Aleynikova et al., 2024[56]).
Attrition	Senior leaders in Wales are less likely to leave teaching than their counterparts (Ghosh and Worth, 2022[40]). Turnover varies substantially among local authorities, with an approximately 20 percentage point difference between the local authorities with the lowest turnover and the highest turnover (Aleynikova et al., 2024[56]).
Diversity	A lack of representation has been mentioned as potential barriers to progression into senior leadership (Aleynikova et al., 2024[56]). As of November 2022, there was a smaller proportion of teachers from an ethnic minority background in leadership (0.6%) (Welsh Government, 2023[55]).
Mental health	Poor work-life balance, a sense of isolation in leadership roles, and the roles negatively impacting on the health and well-being of senior leaders, were reported as some of the main challenges regarding senior leadership positions in Wales (Aleynikova et al., 2024[56]). A study commissioned by the Welsh Government (Beaufort Research/NFER, 2019[4]) into factors that influence the attractiveness and retention on teachers in Wales, which included 1 945 responses to an online survey, showed that participants needed more support with mental health and well-being, for instance with more training for senior leadership teams. A small qualitative study (Skinner, Leavey and Rothi, 2019[6]), undertaken among 39 teachers and 6 school leaders across England and Wales, argues that teachers’ commitment is being eroded by the impact of bureaucratic changes at management level, such as changes in the curriculum. This in turn can impact on their professional identity and can negatively affect their mental health and well-being.
Motivation	When discussing entering senior leadership positions, the role of headteachers was frequently mentioned as an important factor, which can either enable or hinder progression of their staff, depending on the headteacher (Aleynikova et al., 2024[56]). Current, former and potential ‘future’ leaders described several aspects of senior leadership that they view as highly positive and rewarding. Those included having opportunities to make a difference to children and families, developing and supporting school staff, leading changes and development across a range of priorities, having scope for whole school impact, feeling pride in school improvements and achievements, having a passion for their chosen specialism such as the Welsh language or the special schools’ sector, and having opportunities to influence policy (Aleynikova et al., 2024[56]). In Scotland, deputies and principal teachers identified their salary, work satisfaction, and identification with the school’s values and direction as some of the aspects of their current roles that made them content (MacBeath et al., 2009[57]).
Professional development	Formal training was mentioned as both useful and at times insufficient to prepare candidates for the challenges of senior leadership. Hence, opportunities to learn on the job, through the delegation of leadership tasks, as well as through learning from other schools, were valued (Aleynikova et al., 2024[56]). Training and development not being sufficient to prepare senior leaders for the challenges of the roles was reported as some of the main challenges regarding senior leadership positions in Wales (Aleynikova et al., 2024[56]). A study commissioned by the Welsh Government (Beaufort Research/NFER, 2019[4]) into factors that influence the attractiveness and retention on teachers in Wales which included a review of the relevant literature and 1 945 responses to an online survey. The literature suggests that the support and nurturing from school leaders and other colleagues is key in the early years of teachers, with members of the school’s senior leadership team ideally having a formal responsibility for supporting newcomers’ professional development. Career progression needed to be available and promoted at all levels, which would contribute to staff and newcomers feeling motivated so that ‘once they enter the profession, they remain in it’.
Recruitment	Wales has been noted to be experiencing a “headteacher recruitment crisis”. The 2016 National Association for Head Teachers (NAHT Cymru) report concluded that 18 per cent of headteacher posts were vacant across the local authorities for whom data was available (NAHT Cymru, 2016[58]). Furthermore, the EWC data show that recent years have seen a substantial decrease in the average number of applications received per vacancy for headteacher or deputy headteacher positions (Education Workforce Council, 2017[59]). A more recent review at the average number of applicants per vacancy (quantity of applicants) and the percentage of vacancies that remained unfilled after being advertised (suitability of applicants) over the last 15 years shows that there is a tendency to have a relatively low number of candidates and a significant percentage of vacancies unfilled. Differences in quantity versus suitability of the applicants are more pronounced in some Local authorities, with evidence suggesting that rural local authorities struggle more to recruit (Aleynikova et al., 2024[56]). A study based 30 semi-structured interviews conducted with headteachers, deputy and assistant heads throughout Wales showed that greater accountability within the Welsh system is acting as a disincentive to headteacher recruitment, and that headteachers often lack independent sources of support, advice and mentoring (Milton et al., 2018[60]). In Scotland, some teachers do not aspire to headship based on their perception that the role of the headteacher is distant from teaching and learning (e.g. responsibilities for finance and budgeting, accountability, managing disciplinary issues), workload and poor work-life balance (MacBeath et al., 2009[57]).
Resources	Stress among headteachers is rooted on the fewer financial resources and a lack of support from local authorities when managing greater demands and increasing workload. Potential solutions are based on improving funding and resources at a school level to enhance staffing, reduced accountability and improved support. Improving support to headteachers for managing day-to-day issues may facilitate interventions to help deal with educational leadership aspects of the role, particularly when it comes to freeing up time and resources to focus on delivering future curriculum changes and educational initiatives (Scott, Limbert and Sykes, 2024[50]).
Retirement	Senior school leaders in Wales are getting older, with the number of senior leaders aged 50 to 59 increasing since 2019 and the number aged 30 to 49 decreasing. This suggests that higher proportions of turnover might occur in future years as more people, particularly headteachers, retire (Aleynikova et al., 2024[56]). Uncertainties around retirement and pensions was reported as some of the main challenges regarding senior leadership positions in Wales (Aleynikova et al., 2024[56]).
Salary	As of November 2022, in leadership roles in education, males (GBP 67 732) were paid more than females (GBP 62 405) on average (Welsh Government, 2023[55]). In Scotland, deputies and principal teachers identified their salary as one of the aspects of their current roles that made them content (MacBeath et al., 2009[57]).
School leadership	A lack of representation, a lack of confidence, and negative perceptions of senior leadership roles have been mentioned as potential barriers to progression into senior leadership. Whereas regarding the main challenges on senior leadership positions in Wales, a sense of isolation in leadership roles was reported as one of them (Aleynikova et al., 2024[56]). Findings from a survey conducted by the Wales Institute of Social & Economic Research, Data & Methods (WISERD) Education (Grigg, 2016[5]) on 220 primary and secondary teachers and head teachers suggest that teachers in Wales think their educational system can be improved through various means, notably by developing clear leadership.
School leader responsibilities	Research, both internationally (Pont, Nusche and Moorman, 2008[61]; Day, Sammons and Gorgen, 2020[62]) but also in Wales has repeatedly emphasised the crucial role of the school leader in education (Aleynikova et al., 2024[56]; Reynolds and McKimm, 2020[63]; Egan and Keane, 2018[49]). School leaders in Wales have reported that their time is unevenly spent on teaching (and/or providing cover), administrative matters and non-teaching activities related to learners (Education Workforce Council, 2021[23]). Research suggests that the most effective school leaders are more concerned with direction, improving teaching conditions, building relationships inside and outside the school community, ensuring values are shared and redesigning and enriching the curriculum, among others (Day, Sammons and Gorgen, 2020[62]). Welsh school leaders have also indicated that they feel they would benefit from more time to prepare for the new curriculum and strategic planning (Education Workforce Council, 2021[23]).
School leader workload	High workloads were reported as some of the main challenges regarding senior leadership positions in Wales (Aleynikova et al., 2024[56]). A study done during the COVID-19 pandemic revealed that 79% of school leaders worked at least 50 hours a week, 81% suffered from high/very high levels of exhaustion and 55% were categorised as having low well-being (Marchant et al., 2024[64]). The main reasons that impact their ability to manage their workload effectively is administration, non-teaching activities relating to learners and accountability (Education Workforce Council, 2021[23]). High workload might lead to less teachers to become middle managers and less middle managers to become school leaders, forcing talented professionals out of education and diverting their careers to other sectors (NAHT, 2021[65]). A study commissioned by the Welsh Government (Beaufort Research/NFER, 2019[4]) into factors that influence the attractiveness and retention on teachers in Wales, which included 1 945 responses to an online survey, showed that almost half of respondents considered that reducing teaching workload would improve their experience as teachers. One in five respondents considered that helping with managing workload would also be valuable.

Category	Source
Age	From the 35 837 registered school teachers in 2023, 3.4% are between 60 and 64 (Education Workforce Council, 2023[1]).
Gender	From the 35 837 registered school teachers in 2023, 75.5% are female (Education Workforce Council, 2023[1]).
Work experience	In 2023, almost one-fifth (19.8%) of all teachers in Wales who have obtained qualified teacher status have been teaching for 26 years or more. This has increased when compared to 2019 (17.6%) (Education Workforce Council, 2023[3]).
Administrative burden	A study commissioned by the Welsh Government (Beaufort Research/NFER, 2019[4]) into factors that influence the attractiveness and retention on teachers in Wales, which included 1 945 responses to an online survey, showed that a third of respondents considered that reducing the administrative aspects of the teachers’ role would improve their experience as teachers. Moreover, young people were deterred from the idea of becoming primary or secondary teachers by perceptions on workload and bureaucracy, among other factors. Findings from a survey conducted by the Wales Institute of Social & Economic Research, Data & Methods (WISERD) Education (Grigg, 2016[5]) on 220 primary and secondary teachers and head teachers suggest that teachers think the Welsh educational system can be improved through various means, including reducing bureaucracy. A smaller qualitative study (Skinner, Leavey and Rothi, 2019[6]), undertaken among 39 teachers and 6 school leaders across England and Wales, argues that teachers’ commitment is being eroded by the impact of bureaucratic changes at management level (e.g. the setting of performance targets, increased workload, increased accountability and changes in the curriculum). This in turn can impact on their professional identity and can negatively affect their mental health and well-being.
Autonomy	The OECD identifies the concept of autonomy as the degree in which teachers practice their profession in their classroom, as well as professional knowledge base, their decision-making power over their work, and their opportunities for exchange and support (Schleicher, 2020[41]). In the Welsh context, autonomy is often associated with schools as an indicator of decentralisation and accountability (OECD, 2018[33]). The aspect of autonomy, freedom in making choices and taking these opportunities require a mindset and expertise that feels competent in making use of the space provided. Findings from a survey conducted by the Wales Institute of Social & Economic Research, Data & Methods (WISERD) Education (Grigg, 2016[5]) on 220 primary and secondary teachers and head teachers suggest that teachers in Wales think their educational system can be improved through various means, notably by increasing their professional autonomy. Research in Belgium suggests that having autonomy is a reason for teachers to stay in the profession (Mombaers, Vanlommel and Van Petegem, 2020[42]; Mombaers et al., 2023[43]) and that teachers find it important that they are involved by their school leader in school decisions and given autonomy in their own classroom practice (Backers, Tuytens and Devos, 2020[44]; De Neve, Devos and Tuytens, 2015[45]; Ladd, 2011[46]). It is expected that the Curriculum for Wales will allow all teachers to design their own teaching and increase their autonomy (Evans, 2021[8]).
Collaboration	ESTYN identified and recommended in 2016 the development of building collaborative and supportive professional relationships within and between schools (Bristow, 2021[27]). Welsh practitioners have expressed that more effective collaboration between schools would help to support retention, maintain motivation levels and enthusiasm for the job and result in learning good practice from others and knowledge sharing in general. It would also help with (Beaufort Research/NFER, 2019[4]). Evidence suggests that even though school leaders play a relevant role in their school teachers’ professional learning, they also require support from professional relationships within their own school, collaborative partnerships school-to-school, through Regional Consortia, and/or external mentors (Bristow, 2021[27]). However, findings from a survey conducted by the Wales Institute of Social & Economic Research, Data & Methods Education (Grigg, 2016[5]) on 220 primary and secondary teachers and head teachers suggest less than half of respondents frequently collaborate with colleagues, despite the launch of the professional learning communities model in 2011. The OECD identified a lack of capacity among Welsh school leaders to lead innovation and insufficient development of collaborative school cultures (OECD, 2018[33]).
Curriculum (New Welsh Curriculum)	The Curriculum for Wales should allow teachers to design their own teaching and is focused on an increase in teachers’ autonomy and hailed as “a newfound sense of optimism” (Evans, 2021, p. 105[8]). Despite the potential feeling of “reform fatigue”, the new curriculum has been recognised by the OECD as having continuing professional learning “at the heart of a coherent and co-constructed strategy for schools in Wales, clearly positioned to support the introduction of the Curriculum for Wales and backed by significant public investment” (OECD, 2021[9]). However, a small qualitative study (Skinner, Leavey and Rothi, 2019[6]), undertaken among 39 teachers and 6 school leaders across England and Wales, argues that teachers’ commitment is being eroded by the impact of bureaucratic changes at management level, such as changes in the curriculum. This in turn can impact on their professional identity and can negatively affect their mental health and well-being (Grigg, 2016[5]).
Mentoring	ESTYN suggested in 2016 that improving the quality and consistency of mentoring would be of benefit to all routes into teaching (Glover et al., 2023[39]). For this to happen, mentors are needed to have the personal attributes, the required training and to be given time to devote to the role (Beaufort Research/NFER, 2019[4]). NQTs that participated in a Masters level programme that accredited professional learning made clear that the collaboration with mentors and other practitioners had a positive impact on their professional learning experiences and helped them to develop an understanding of how to capture their learning (Bristow, 2021[27]).
Professional development	Investing in teachers’ continuing professional learning has been a critical focus of Welsh education policy for several years, with schools playing a central part in this development (OECD, 2018[33]; OECD, 2021[9]). The Curriculum for Wales continues this path, as the OECD acknowledges that continuing professional learning is “at the heart of a coherent and co-constructed strategy for schools in Wales, clearly positioned to support the introduction of the Curriculum for Wales and backed by significant public investment” (2021[9]). However, a potential threat to this progress is that the roles and mandates of organisations supporting schools are not always clearly defined, and the value of external expertise is not consistently recognised by school leaders and teachers (OECD, 2021[9]). Findings from a survey conducted by the Wales Institute of Social & Economic Research, Data & Methods (WISERD) Education (Grigg, 2016[5]) on 220 primary and secondary teachers and head teachers suggest that teachers in Wales think their educational system can be improved through various means, notably by developing quality professional development. A study commissioned by the Welsh Government (Beaufort Research/NFER, 2019[4]) into factors that influence the attractiveness and retention on teachers in Wales which included a review of the relevant literature and 1 945 responses to an online survey. The literature suggests that the support and nurturing from school leaders and other colleagues is key in the early years of teachers, with members of the school’s senior leadership team ideally having a formal responsibility for supporting newcomers’ professional development. Career progression needed to be available and promoted at all levels, which would contribute to staff and newcomers feeling motivated so that ‘once they enter the profession, they remain in it’.
Reform fatigue	Findings from a survey conducted by the Wales Institute of Social and Economic Research, Data and Methods (WISERD) Education (Grigg, 2016[5]) on 220 primary and secondary teachers and head teachers suggest that teachers in Wales generally welcome policies with a strong element of social justice but believe that there have been too many educational initiatives over recent years. In 2014, the OECD noted that Wales has been, and remains, susceptible to “reform fatigue” (Evans, 2021[8]). Reynolds (2016[66]) argues that “Wales is attempting to do in a small number of years what other countries have done over much more extended time period”. Grigg (2016[5]) identifies this fatigue among teachers, suggesting that frequent policy changes have disrupted their teaching practices, potentially causing anxiety over the impact (Hutt and Lewis, 2021[67]).
School leadership	Findings from a survey conducted by the Wales Institute of Social & Economic Research, Data & Methods (WISERD) Education (Grigg, 2016[5]) on 220 primary and secondary teachers and head teachers suggest that teachers in Wales think their educational system can be improved by developing clear leadership. Evidence suggests that school leaders play a relevant role in their school teachers’ professional learning (Bristow, 2021[27]). However, the OECD identified a lack of capacity among Welsh school leaders to lead innovation and insufficient development of collaborative school cultures (OECD, 2018[33]) .

Category	Source
Age	In general, the new generation of teachers is slowly changing regarding its age composition. If in 2019 the newly qualified school teachers under 30 years old represented 82.6% of the total, in 2023 this proportion dropped to 79.2%, whereas the proportion of newly qualified school teachers between 30 and 49 rose from 16.8% to 19.5% (Education Workforce Council, 2023[2]) .
Gender	In 2021/22, ITE courses entrants consisted of 73% females and 27% males, although the proportion of female students raised to 82% among primary school ITE courses and fell to 61% among secondary school ITE courses (Statistics for Wales / Welsh Government, 2023[68]). Only Physics, Mathematics, Information Technologies (IT) and Physical Education (PE)had more male than female entrants to secondary school ITE courses in 2021/22.
Attractiveness	A study commissioned by the Welsh Government (Beaufort Research/NFER, 2019[4]) into factors that influence the attractiveness and retention on teachers in Wales, which included 1 945 responses to an online survey, showed that teachers’ workload and stress were major factors that were off-putting for potential entrants, early career teachers and some teachers who are considering leaving the profession. Factors putting young people off becoming primary school teachers included bureaucracy, dealing with parents, the lack of opportunities to engage with a particular subject, and the emotional/physical demands of a primary school teacher’s role, in addition to the broader concern with workload as a deterrent to pursuing a career in teaching. Some respondents believed that they could access higher salaries with less stress and workload by pursuing other careers. Factors putting young people off becoming secondary school teachers included the challenges of managing teenagers and perceptions of stress, in addition to the broader concern with workload as a deterrent to pursuing a career in teaching. Some respondents believed that they could access higher salaries with less stress and workload by pursuing other careers. In the same study, ITE staff considered as critical to the future success of attracting potential applicants to pursue a career in teaching the working in partnership with other organisations, such as schools and universities, local authorities, Regional Education Consortia and unions.
Initial teacher education	The 2015 Furlong Report on Initial Teacher Education in Wales questions the adequacy and quality of its provision at national, institutional and programme level, an assessment that is largely shared by providers, officials and leading stakeholders (Furlong, 2016[20]; Egan, 2016[21]). Since then, Initial teacher Education in Wales has been fundamentally reformed, based both on this negative assessment and on the “recognition by the Welsh Government that if their wider reforms of curriculum and assessment were to succeed, then teachers themselves had a key role to play” (Furlong et al., 2021[22]).
ITE students	According to Statistics for Wales and the Welsh Government (Statistics for Wales / Welsh Government, 2023[68]), there were 1 610 ITE courses entrants (first-year enrollments) in Wales in 2021/22, with 935 on primary school courses and 675 on secondary school courses. For the former, this is lower than in 2020/21, but still higher than they were for every year between 2015/16 and 2019/20. The number of entrants to primary school ITE courses in Wales was 20% higher than the allocations, whereas the number of entrants to secondary school ITE courses in Wales was 34% lower than the allocations. Regarding their composition, 5% of new ITE students in Wales were from a Black, Asian or Minority Ethnic group in 2021/22, the same as in 2020/21. 84% of new ITE students training in Wales were living in Wales before they started their degree (Statistics for Wales / Welsh Government, 2023[68]).
ITE student results	According to the Education Workforce Council (Education Workforce Council, 2024[69]), 80.5% of the 1 225 registered ITE students in 2023/24 passed. This proportion differs by partnership: While 87.2% of Cardiff Met (Cardiff Partnership) students passed, only 72.1% of Aberystwyth University did. A similar proportion of students passed (79.1%) among 153 students registered in the Open University part time or salaried routes in 2023/24 (Education Workforce Council, 2024[70]).
ITE in the United Kingdom	If someone has a QTS awarded in England, it is automatically recognised in Wales if the initial teacher training was completed in England at an accredited institution, they were assessed by an accredited institution in England and they followed an employment-based teacher training scheme in England (Education Workforce Council, n.d.[71]). Information on destinations of ITE students in 2016/17 suggests that many return to their home country to start teaching. This means students from Wales learning to teach elsewhere in the United Kingdom may return to Wales when they start teaching (Statistics for Wales / Welsh Government, 2023[68]). Regarding the students from Wales studying in the United Kingdom, the number of primary school level entrants dropped from 1 240 in 2020/21 to 1 160 in 2021/22. However, the number of entrants in 2021/22 was higher than it was for all years between 2012/13 and 2019/20. Regarding the number of secondary school level entrants, it dropped from 915 in 2020/21 to 735 in 2021/22. Similarly, the number of entrants in 2021/22 was higher than it was for all years between 2015/16 and 2019/20 (Statistics for Wales / Welsh Government, 2023[68]).
Labour market	Employment rate in Wales are somewhat lower than the United Kingdom as a whole, mainly due to a higher percentage of people who are economically inactive in Wales (i.e. who are not in the labour force) (Welsh Government, 2023[24]). However, unemployment in Wales is historically low (lower than the United Kingdom as a whole), signaling a demand for workers in many sectors (StatsWales, 2023[25]). Intake in the number of entrants to Initial Teacher Education (ITE) for primary education has risen significantly in 2020/2021 and 2021/2022, well above the annual target the Welsh Government sets for each year (Statistics for Wales/Welsh Government, 2023[15]). Regarding the number of entrants to Initial Teacher Education (ITE) for secondary education, intake has been below the annual target the Welsh Government sets for each year since 2012/2013. In 2021/2022, the number of entrants was 34% lower than the allocations for that year (Statistics for Wales/Welsh Government, 2023[15]).
Mentoring	NQTs that participated in a Welsh Government-funded Masters level programme that accredited professional learning made clear that the collaboration with mentors and other practitioners had a positive impact on their professional learning experiences and helped them to develop an understanding of how to capture their learning (Bristow, 2021[27]).
Motivation	Research has suggested that ITE students choose the teaching profession because it is considered a vocation and it provided them with the opportunity to make a positive difference to society (Beaufort Research/NFER, 2019[4]).
Qualified teacher status (QTS)	The Qualified Teacher Status (QTS) allows someone to teach in a maintained school in Wales and/or in a non-maintained special school. To gain QTS one must complete a period of Initial teacher education (ITE), the ITE Partnership will then inform the Education Workforce Council (EWC) of the results and the EWC will award the status and issue the QTS certificate (Welsh Government, 2024[26]). The number of new teachers in Wales has risen in the last years. The EWC reported 1 366 newly Qualified School Teachers (NQTs) in 2023, a growth of 17% compared to the 1 165 in 2019 (Education Workforce Council, 2023[2]) Its composition is also slowly changing in some aspects: In 2019 51.2% [82.6%] of NQTs were under 25 [30], whereas in 2023 this has fallen to 49.6% [79.3%]. In 2019 96.5% of NQTs identified themselves as White, whereas in 2023 this has slightly fallen to 94.1%. In 2019 72.9% of NQTs identified themselves as Welsh, whereas in 2023 this has fallen to 63.3%. Nevertheless, the biggest growth has been among those identifying themselves as British (from 16.8% to 27.5%). Its composition has varied the last 5 years but with no clear trends: The proportion of NQTs that are female was 71.2% in 2019 and 74.1% in 2023, with a slight variation over the years. The proportion of NQTs that were trained in Wales was 77.5% in 2019 and 80% in 2023, the only year that has surpassed the 2019 level. The proportion of NQTs that are Welsh speakers was 32.9% in 2019 and 32.6% in 2023. Similarly, the proportion of NQTs that are able to teach through the medium of Welsh was 24.3% in 2019 and 26.8% in 2023, with a slight variation over the years.
Retention	A study commissioned by the Welsh Government (Beaufort Research/NFER, 2019[4]) into factors that influence the attractiveness and retention on teachers in Wales which included a review of the relevant literature and 1 945 responses to an online survey. The literature suggests that the support and nurturing from school leaders and other colleagues is key in the early years of teachers, with members of the school’s senior leadership team ideally having a formal responsibility for supporting newcomers’ professional development. Other factors identified by the literature influencing teachers’ decisions to stay in the profession were the individual attributes (such as altruism and a sense of mission); the school culture (e.g. the presence of supportive colleagues); and effective and consistent professional support during ITE, NQT induction, and early career teaching. Survey participants mentioned that more support was needed with mental health and well-being, for instance with more training for senior leadership teams. Career progression needed to be available and promoted at all levels, which would contribute to staff and newcomers feeling motivated so that ‘once they enter the profession, they remain in it’.
Welsh language	The number of students training to teach in Welsh dropped 4%, from 335 in 2020/21 to 325 in 2021/22. However, the proportion of ITE students who train to teach in Welsh has remained fairly consistent since 2013/14 (Statistics for Wales / Welsh Government, 2023[68]). Research with students over the age of 16 in Welsh schools and further education colleges demonstrated that young people experience a sense of pride and importance in their ability to speak Welsh (Comisiynydd Y Gymraeg, 2023[72]). 96% of students in schools indicated they were proud to be able to speak Welsh. 87% felt that being able to speak Welsh would help their career and/or job prospects, and 93% felt confident that their Welsh skills could be used in their career. 60% felt confident that they will use Welsh in their career. In addition, a large majority of students who had a bilingual or Welsh education experienced their education as good or very good (Comisiynydd Y Gymraeg, 2023[72]). These findings are important, as a clear need has been identified for teachers in Wales who can teach in Welsh, now and in the future, as the government aims to have 1 million Welsh speakers in 2050 (Welsh Government, 2017[38]).

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Constructing Scenarios for the Future of Teaching in Wales

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Cite this content as:

Annex A. Further research to construct the teacher personas

Table A ‎A.1. Further research to construct Callum and Sayeeda

Table A ‎A.2. Further research to construct Paul and Joanne

Table A ‎A.3. Further research to construct Amara and Rafiq

Table A ‎A.4. Further research to construct Gareth and Sara

Table A ‎A.5. Further research to construct Imogen and Marc

Table A ‎A.6. Further research to construct Ada and Rhys

Table A ‎A.7. Further research to construct Ada and Rhys

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