Professional development is inadequate for many teachers and technicians
A key finding from The Science Teaching Survey 2022
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...
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."
Science teacher, faith school, England
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 鈥�?
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.
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 鈥榓dequate CPD鈥� looks like is something we will explore in more detail in the 2023 survey.
We offer a wide range of to suit individual teachers鈥� 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.
