Experts Urge New Government to Radically Address Teacher Retention Crisis
Academics at the University of Manchester are calling for the new Labour government to adopt a more ambitious approach to address the persistent teacher recruitment and retention crisis in England. In a recent article published by Policy@Manchester, Dr Louisa Dawes and Professor Andrew Howes argue that the government’s current plan to add 6,500 teachers is insufficient for tackling a problem they describe as severe and worsening.
Based on their research, the academics report that England’s teacher attrition rate, currently at an average of 9%, is notably higher than in other countries, and recruitment figures for trainees have dropped by 25% since 2019. They argue that these figures illustrate the need for structural changes, not just modest increases in teacher numbers.
Central to the issue, according to Dawes and Howes, is the limited autonomy teachers experience due to centralised “authorised” approaches in classrooms and professional development requirements. “There are threads of conformity wrapped around the education system,” the academics write, suggesting that rigid standards and “what works” practices restrict teachers’ ability to apply their own professional judgement in response to their students’ specific needs. “Children’s and young people’s experience in school is all too often limited, repetitive and uninspiring,” they add.
Their research also examines the Early Career Framework (ECF), revealing that the restrictive, one-size-fits-all curriculum under this programme creates significant challenges for early career teachers. They note that both mentors and mentees face heavy bureaucratic demands, leading to increased burnout. “Our findings indicate a lack of autonomy for those inducting and mentoring teachers in their early career, along with an excessive bureaucratic workload for both mentor and mentee,” the academics observe. “The complex realities of classroom settings, combined with rigid ECF requirements, lead to frustration and disillusionment.”
Dr Dawes and Professor Howes are especially critical of the “high-stakes accountability” that they say burdens schools and teachers alike. They argue that the pressure to meet external standards has led to a de-professionalised and overburdened education sector. Instead of rigid central oversight, the academics advocate for school-led partnerships, which they believe can foster more collective accountability, reduce polarisation among schools, and better serve students, particularly those who often feel excluded within the system.
As part of their recommendations, the academics call for an overhaul of the school inspection model, suggesting a shift towards professional dialogue and narrative-based assessments. They argue that inspections should not rely on single-word judgements or scorecards but should offer a comprehensive view of a school’s progress, challenges, and community role. “The model should provide a clear, readable narrative describing the school’s context and the issues it addresses,” they write.
Further, they recommend a nationwide recruitment campaign to highlight the strengths and value of the teaching profession, which they say is essential to reversing the trend of teacher attrition. “The new government should both overhaul recruitment and also demonstrate their commitment to improving areas identified as of concern for teachers’ workload, self-worth and wellbeing,” the authors advise.
In addition, the academics urge greater investment in professional development. They advocate moving away from centralised expectations and toward a flexible approach that promotes learning across schools and partnerships with universities and institutions such as the Chartered College of Teaching.
Their recommendations offer a comprehensive strategy for addressing the crisis, suggesting that only fundamental changes will effectively reverse England’s teacher recruitment and retention challenges.
