Why Some People Do/Don’t Become Teachers in England
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What inspires or hinders people from becoming a teacher?
Teacher shortages persist, but this new research suggests identity, career perceptions, and social influences shape why some people enter teaching while others abandon it.
Why do some people walk away from teaching?
This research, The status and safety of teaching: A longitudinal study of why some young people in England become teachers, and why others do not (MacLeod, 2023) tracks young people’s aspirations from ages 10 to 22, exploring why some pursue teaching while others don’t.
Published by Dr Emily MacLeod (2023), her study analyses over 60,000+ survey responses and 146 interviews, revealing that while many consider teaching, recruitment figures do not reflect this interest.
Is teaching still seen as a respected and stable career?
The findings highlight that young people view teaching through two key lenses: 1) status (is teaching respected?) and, 2) safety (is it a secure career?).
Those who see teaching as prestigious and stable are more likely to enter the profession. However, the workforce remains overwhelmingly White British and female, showing deep-seated barriers to diversity.
Teacher shortages in England are worsening, particularly in secondary science. Despite a high initial interest in teaching, many young people abandon their aspirations before reaching university.
MacLeod’s study (n = 60,000+) found that recruitment challenges aren’t just about pay or workload — they stem from identity, cultural norms, and how teaching is framed as a career.
Many young people see teaching as a ‘backup plan’ rather than a first-choice profession, particularly in science subjects. It breaks my heart to read this knowing I entered teaching at 19 years old, knowing I wanted to teach.
How can schools inspire the next generation of teachers?
Understanding why young people don’t become teachers is just as important as knowing why they do.
The research finds that identity plays a huge role — those who ‘see themselves’ as teachers are more likely to enter the profession. This makes sense to me! At 17, I stepped into my first classroom, knowing — without doubt — that teaching was my calling.
However, I have never thought beyond my design and technology teacher suggesting I would be really good at it. He had my teach year 7 lessons during my free periods at sixth form. I do wonder what other factors influenced my decision. I remember very clearly on my first placement, walking into the office to speak with the head department, and he said very clearly: “You do know you are entering a very difficult profession.” It did not put me off.
When teaching is framed as underpaid, undervalued, and predominantly White and female, recruitment struggles continue.
To rethink teacher recruitment, the research suggests:
- That we challenge the ‘born teacher’ myth – Teaching is a skill that can be developed, not an innate calling.
- Boost diverse role models – Greater visibility of male, Black, and working-class teachers can shift perceptions.
- Strengthen careers – Introduce teaching options earlier, particularly in subjects with recruitment issues.
- Separate recruitment from retention – Keeping teachers in the job is not the same as attracting new ones.
Is it time for schools to promote diverse, male and happy role models in their recruitment campaigns?
Credit: Emily MacLeod, 2023
Reflection questions for schools
- How is teaching presented to students in careers guidance sessions?
- Do students see diverse role models in teaching?
- What messages do young people hear about teaching as a profession?
- How can teachers actively encourage students to consider teaching as a career?
- Should recruitment campaigns focus on first-choice candidates or those who see teaching as a backup?
- What practical steps can schools take to raise the status of teaching?
- How can science departments better promote teaching as a career?
- Does the ‘status’ or ‘safety’ of teaching impact recruitment more?
- Should recruitment efforts differ for primary vs. secondary teaching?
- How can policymakers ensure teaching is seen as a competitive career option?
The research concludes:
Many young people who are interested in teaching do not go on to become teachers, and may be partly a result of the typical ‘image’ of a teacher in England as a White British woman. However, it is not a single decision, but an ongoing series of identity negotiations which respond to social influences and individuals’ motivations.
School leaders and policy makers across England need to rethink how our attention is positioned, promoted and supported from an early age.
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