Professional development is inadequate for many teachers & technicians

The majority of teaching staff in mainstream state schools said that they had not received adequate continuing professional development (CPD) in the last three years

This is a particular problem in Northern Ireland where only 16% of teachers and technicians said they had received adequate CPD.

In England, respondents from state academies were more likely than respondents from other school types to report inadequate CPD in all three sciences.

Worryingly, those who reported inadequate CPD were more likely to consider leaving the profession in the next five years (not due to retiring). At the other end of the scale, respondents who felt they had received adequate CPD in the last three years were consistently more likely to report higher levels of job satisfaction.

% of respondents who felt able to access adequate subject-specific professional development in...

Biology

Chemistry

Physics

Read the survey methodology and text-based description covering the percentage of respondents who felt able to access adequate subject-specific professional development

Survey methodology and full text: percentage of respondents who felt able to access adequate subject-specific professional development

Q. In the last three years, do you feel you have been able to access adequate subject-specific professional development in biology, chemistry and physics? Base n = 2,195 (England), 173 (Wales), 51 (N. Ireland), 435 (Scotland), 129 (Ireland)

In England:

30% of respondents felt able to access adequate professional development in biology
44% of respondents felt able to access adequate professional development in chemistry
44% of respondents felt able to access adequate professional development in physics

In Northern Ireland:

12% of respondents felt able to access adequate professional development in biology
16% of respondents felt able to access adequate professional development in chemistry
12% of respondents felt able to access adequate professional development in physics

In Scotland:

29% of respondents felt able to access adequate professional development in biology
38% of respondents felt able to access adequate professional development in chemistry
34% of respondents felt able to access adequate professional development in physics

In Wales:

27% of respondents felt able to access adequate professional development in biology
34% of respondents felt able to access adequate professional development in chemistry
38% of respondents felt able to access adequate professional development in physics

In Ireland:

40% of respondents felt able to access adequate professional development in biology
41% of respondents felt able to access adequate professional development in chemistry
41% of respondents felt able to access adequate professional development in physics

With the best intentions and the best resources it's all empty without time. CPD should be part of the teaching timetable.

For science technicians, recognition and better pay were the highest priorities

What changes would make the biggest positive difference to your professional development as a …?

Head of Department or Teacher of Science

More time for CPD (19%), subject specific training (10%), sharing best practice (6%), more funding for CPD (6%), more accessible CPD (4%).

Science Technician

Recognition for technicians (27%), better pay (19%), more training (16%), more time for CPD (15%), better career progression pathways (12%).

Q. What changes would make the biggest positive difference to your professional development as a head of department or teacher or science/science technician? Open question coded into themes, only top five shown. Base n = 3179 (HOD or teacher); 539 (technician). All schools. Weighted data.

As this was an open question, it is worth noting that almost half (46%) of responses from technicians focused on pay and recognition, while four of the five most common responses from teachers concerned CPD.

What we are doing

A key aim for our education strategy is to ensure entitlement and access to high-quality subject-specific professional development for teachers of chemistry throughout their career.

Illustration of teacher pointing up.PNG

Working with societies representing other subjects within the sciences, we will continue to campaign for an entitlement to high quality subject specific professional development throughout technicians' and teachers' career. Defining what ‘adequate CPD’ looks like is something we will explore in more detail in the 2023 survey.

We offer a wide range of to suit individual teachers’ needs; this includes face-to-face courses, online courses, new ideas for the classroom, mentoring and more.

We are helping to spread awareness of the support available to technicians, which includes professional registration (RSci, RSciTech), funding and mentoring. Take a look at our technician commitment for more information.