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Schools are more likely to support teacher morale and retention when they make the work sustainable: remove avoidable workload, build trust and teacher agency, protect useful mentoring and professional learning, and make benefits and career paths concrete. These are promising organizational approaches, not guaranteed fixes. Schools should choose changes that address their own staff’s concerns and measure morale and actual staff departures separately.
Why morale and retention need separate attention
Morale, wellbeing, job satisfaction, intentions to leave, and actual departures are related, but they are not interchangeable outcomes. A teacher may feel better supported without deciding to stay long term; a teacher who is considering leaving may remain for personal or practical reasons. A rise in job satisfaction alone therefore does not establish that a policy has reduced turnover.
The 2023 rapid evidence assessment by Dong Nguyen, Beng Huat See, Chris Brown, and Dimitra Kokotsaki screened 399 research outputs and synthesized 89 empirical studies that met its quality assessment. The studies came from more than 60 countries. Its findings point to connected leadership and workplace conditions—including teacher development, relational trust, collegiality, positive discipline, and fairness in workload and support. The assessment also recommends stronger longitudinal and experimental research, so these themes are best treated as promising approaches rather than proof that a particular action will keep every teacher.
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Start with the reasons teachers in your school give for staying, struggling, or leaving. Compare staff feedback with practical information such as vacancies, exit patterns, workload concerns, and access to development. Disaggregate findings where feasible by career stage, subject, role, and school so that a change aimed at one group does not obscure a different problem for another.
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How schools can reduce teacher workload
Ask teachers which recurring tasks consume time without improving instruction or support for pupils. Workload is not just the number of tasks: duplicated planning, unclear processes, and requirements that crowd out collaboration can make ordinary work less sustainable. A useful review considers marking and feedback, assessment, planning requests, administrative reporting, behaviour processes, and pastoral responsibilities.
Choose specific tasks to change
The Education Endowment Foundation’s scoping summary identifies shared schemes of work, collaborative planning, and streamlined marking or feedback as examples of possible workload action. These are not universal prescriptions. A shared resource may save time when teachers can adapt it to their pupils; a rigid resource may create extra work if it does not fit. Collaborative planning needs scheduled time, not merely an expectation that colleagues will coordinate on top of existing duties.
- Identify the pressure point. Ask staff to name recurring tasks that take substantial time but appear to add little instructional or pastoral value. Look for duplication and differences between written policy and day-to-day practice.
- Select a limited change. For example, review whether teams can use adaptable shared planning materials or a clearer, streamlined feedback approach. Define what will stop, change, or be provided instead.
- Check feasibility and fairness. Consider whether the change works across subjects, phases, roles, and pupil needs. Identify who will prepare materials, coordinate the process, and answer questions.
- Account for transition effort. A new system can initially add work as staff learn it or transfer existing materials. Choose a workable start date and ask teachers to report the setup burden as well as later time savings.
- Review after implementation. Check whether the task takes less time and whether teaching, planning, collaboration, or pupil support has improved. Adjust or stop the change if it shifts the burden rather than reducing it.
In England, the House of Commons Library’s February 2026 briefing reports average weekly hours in 2025 of 53.2 for primary teachers and 51.2 for secondary teachers. These are England-specific survey estimates for that period, not a global measure and not a prediction of hours in every school. They underline why leaders should examine the actual demands staff face rather than assume a single workload policy will suit all settings.
Build trust, teacher voice, and a collegial climate
Teacher voice helps morale when it can affect decisions, not just when leaders invite comments. Involve teachers in decisions that change classroom practice, schedules, assessment, or support responsibilities. Explain constraints and trade-offs when a suggestion cannot be adopted, and say what will happen next. Consistency matters: staff need to see that concerns are considered fairly and that decisions are not applied differently without explanation.
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The 2023 evidence assessment identifies relational trust, collegiality, positive school discipline, and fair distribution of workload and support as relevant leadership themes. In practical terms, leaders can make expectations clearer, create opportunities for teachers to share expertise, and review whether access to time and support is equitable. These practices can contribute to a more supportive working environment; the evidence does not show that any one meeting, consultation, or leadership style guarantees retention.
When staff raise a concern, close the loop. Record the issue, identify who can act on it, give a realistic response date, and report the decision or reason it cannot be addressed. This keeps consultation distinct from a promise that every request will be granted, while making participation meaningful.
Make induction and mentoring useful and sustainable
New teachers need support that connects professional learning to the work they are doing with their pupils. Offer regular mentoring that is relevant to the teacher’s subject or phase, opportunities to observe and discuss practice, and help translating frameworks into classroom decisions. A generic session may be a useful starting point, but it may not answer a teacher’s immediate context-specific questions.
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- Set aside time for mentors and early-career teachers to meet; do not rely on informal availability alone.
- Prepare mentors for the role and give them a way to ask for support when the work becomes difficult.
- Adapt discussion and examples to the teacher’s subject, phase, pupils, and current challenges.
- Ask both participants whether the arrangement is useful and manageable, and adjust it when it is not.
Australia’s National Teacher Workforce Action Plan likewise lists support for early-career teachers and new school leaders through mentoring and induction among its policy actions. It also names workload reduction, planning and collaboration, and career pathways. These are Australian national priorities; their inclusion in a policy plan should not be presented as measured evidence that the actions have already reduced departures.
Consider flexible work and make benefits concrete
Flexible working can support wellbeing, motivation, and job satisfaction when implemented well, according to the EEF scoping summary. That summary also says direct evidence that flexibility improves teacher retention is absent. Leaders should therefore describe flexibility as a possible way to improve working conditions, not promise that it will prevent turnover.
Before changing arrangements, work through practical questions with staff: how teaching continuity will be maintained, how responsibilities will be handed over, whether timetables can accommodate the arrangement, what it costs, and whether participants retain access to development and progression. A policy that is available only in theory, or that leaves colleagues to absorb unplanned work, may not address the concern it was meant to solve.
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The EEF summary describes financial incentives as among the best-evidenced approaches for attracting teachers, while also emphasizing leadership and working conditions. Attraction is not the same outcome as retention, and the source does not establish a pay change that will be sufficient for every school. Where budgets allow, compare the cost and likely usefulness of a pay measure with specific improvements to conditions rather than assuming either one alone will resolve turnover.
Create visible routes for professional growth
Teachers should be able to see how they can develop without assuming that advancement means leaving classroom teaching. Clarify opportunities to grow as classroom experts, mentor colleagues, or take on leadership responsibilities, and explain what development, recognition, or responsibility accompanies each route. Make the criteria and steps understandable, and check that access is not limited to particular subjects or career stages without a clear reason.
The EEF evidence assessment identifies teacher development and professional learning as leadership levers related to retention. The Australian National Teacher Workforce Action Plan names career pathways as a policy priority. Together, these sources support making growth visible and relevant; they do not establish that a particular title or pathway will, by itself, reduce departures.
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Match the intervention to the reason teachers say they are struggling. A workload problem calls for examining tasks and time; a lack of trust calls for consistent, consequential leadership; an early-career support gap calls for protected and relevant mentoring. A broad wellbeing campaign may miss the cause if staff need a change in daily working conditions.
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| Approach | What it is intended to address | Evidence distinction to keep clear | Implementation question |
|---|---|---|---|
| Workload review and streamlined processes | Tasks that crowd out teaching, planning, collaboration, or pupil support | Examples appear in the EEF scoping summary; they are not a guaranteed retention effect | Does the change reduce recurring work after accounting for transition effort? |
| Trust, teacher voice, and collegiality | Fairness, relationships, and teachers’ influence over work | Highlighted as leadership themes in the 2023 evidence assessment; not a universal causal fix | Can staff point to decisions that changed, or a clear explanation when they did not? |
| Mentoring and induction | Early-career development and support in classroom practice | DfE review describes benefits to development and also implementation concerns | Is mentor time protected, and is the support relevant to the teacher’s context? |
| Flexible work and tangible benefits | Wellbeing, motivation, job satisfaction, or concrete working conditions | EEF summary links flexibility to these outcomes but says direct retention evidence is lacking | Can staff use the arrangement without disrupting continuity or shifting burdens? |
| Professional learning and career routes | Development, recognition, and meaningful growth | Identified as a promising leadership or policy priority, not proof of a specific retention effect | Are the opportunities clear, accessible, and connected to useful responsibility? |
For each change, record the intended outcome before implementation. Track the direct result—such as time spent on a task, access to mentor meetings, or staff views of whether a benefit is usable—alongside morale and actual departures over an appropriate period. Avoid claiming success from a positive reaction alone, and examine whether benefits and burdens are distributed fairly across staff. If the measure does not address the locally identified problem, revise it rather than expecting teachers to compensate through individual resilience.
How to interpret England’s retention and pay figures
The figures below describe England’s state sector and should not be generalized to other countries or school systems. The House of Commons Library’s briefing, published on 2 February 2026, reports that 9% of teachers left the state sector in 2023/24, including retirees. This measure includes retirement and is not equivalent to the share who resigned to take another job.
For recent cohorts in England, the same briefing reports that 10% to 15% of newly qualified teachers left the state sector within their first year, and 30% to 33% left within five years. Cohort measures and annual departure rates answer different questions; they should not be compared as though they describe the same group over the same period.
The briefing reports average median classroom teacher pay of £48,892 in 2024/25. It also reports a 10.4% real-terms decrease from 2010/11 to 2022/23, followed by a 5% increase through 2024/25. These pay trends provide context for workforce discussions, but they do not establish what pay level or increase would be sufficient to improve retention.
The EEF scoping summary separately states that almost one in three teachers leave within five years and 43% within ten, and that around a third reported considering leaving in 2023. Because the captured summary is undated and these measures are not the same as the England-specific figures above, attribute them to the EEF summary and avoid treating them as universal current rates. The summary itself points readers toward underlying studies for context.
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