Ethnic Disparities in Entry to Teacher Training, Teacher Retention and Progression to Leadership
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| Title: | Ethnic Disparities in Entry to Teacher Training, Teacher Retention and Progression to Leadership |
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| Language: | English |
| Authors: | Juliet Kotonya, Dawson McLean, Chihiro Kobayashi, Katherine Aston, Jack Worth, National Foundation for Educational Research (NFER) (United Kingdom) |
| Source: | National Foundation for Educational Research. 2025. |
| Availability: | National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk |
| Peer Reviewed: | N |
| Page Count: | 108 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Equal Education, Racial Differences, Preservice Teacher Education, Preservice Teachers, Teacher Persistence, Instructional Leadership, Foreign Countries, Diversity (Faculty), Racism, Faculty Mobility, Ethnic Groups, Social Discrimination, Teacher Recruitment, Job Applicants |
| Geographic Terms: | United Kingdom (England) |
| ISBN: | 978-1-916567-31-3 |
| Abstract: | The teaching workforce in England does not reflect the ethnic diversity of the UK working-age population or of the pupil population that schools serve. A more diverse teaching workforce benefits society, supports teacher recruitment and retention, and improves pupil experiences and outcomes. A previous study from National Foundation for Educational Research (NFER) of racial equality in the teacher workforce showed that under-representation of people from ethnic minority backgrounds in teaching is most pronounced at senior leadership and headship levels, but driven by disparities throughout the teacher career pipeline, especially during early career stages and particularly in initial teacher training (ITT). This study builds on that research by exploring the most important factors influencing ethnic disparities at three key progression points: (1) entry into ITT; (2) progression to leadership; and (3) retention. This deeper understanding of those barriers that ethnic minority teachers face is critical to taking effective action to address disparities. The analysis draws on data from the Department for Education's (DfE's) Apply for Teacher Training ('DfE Apply') platform, the Working Lives of Teachers and Leaders (WLTL) survey, and qualitative focus groups with ITT providers and school leaders. Findings show that teachers from Asian and black ethnic backgrounds have a significantly higher intention to apply for promotion than their white counterparts, even after controlling for differences in characteristics. Teachers from a black ethnic background were more likely than their white counterparts to report experiencing bullying and harassment, that they did not feel valued by their school, and that a lack of support from superiors was an important reason for considering leaving. There are significant ethnic disparities in ITT rejection rates among UK-domiciled applicants that are not explained by differences in applicant and application characteristics. Policy and practice recommendations are provided that focus on improving equity for ITT entry and promotion to leadership. [Funding provided by Mission 44.] |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED676283 |
| Database: | ERIC |
| Abstract: | The teaching workforce in England does not reflect the ethnic diversity of the UK working-age population or of the pupil population that schools serve. A more diverse teaching workforce benefits society, supports teacher recruitment and retention, and improves pupil experiences and outcomes. A previous study from National Foundation for Educational Research (NFER) of racial equality in the teacher workforce showed that under-representation of people from ethnic minority backgrounds in teaching is most pronounced at senior leadership and headship levels, but driven by disparities throughout the teacher career pipeline, especially during early career stages and particularly in initial teacher training (ITT). This study builds on that research by exploring the most important factors influencing ethnic disparities at three key progression points: (1) entry into ITT; (2) progression to leadership; and (3) retention. This deeper understanding of those barriers that ethnic minority teachers face is critical to taking effective action to address disparities. The analysis draws on data from the Department for Education's (DfE's) Apply for Teacher Training ('DfE Apply') platform, the Working Lives of Teachers and Leaders (WLTL) survey, and qualitative focus groups with ITT providers and school leaders. Findings show that teachers from Asian and black ethnic backgrounds have a significantly higher intention to apply for promotion than their white counterparts, even after controlling for differences in characteristics. Teachers from a black ethnic background were more likely than their white counterparts to report experiencing bullying and harassment, that they did not feel valued by their school, and that a lack of support from superiors was an important reason for considering leaving. There are significant ethnic disparities in ITT rejection rates among UK-domiciled applicants that are not explained by differences in applicant and application characteristics. Policy and practice recommendations are provided that focus on improving equity for ITT entry and promotion to leadership. [Funding provided by Mission 44.] |
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| ISBN: | 978-1-916567-31-3 |
