Only a minority of teachers have received sufficient subject-specific professional development
A key finding from The Science Teaching Survey 2023
The sciences are a dynamic and ever-evolving field. Subject-specific professional development is crucial for teachers to stay updated on the latest developments in teaching techniques, pedagogy and hands-on practical experiments.
Given the prevalent issue of understaffing, many teachers find themselves teaching subjects outside of their expertise. There is a continuing need for teachers to develop their knowledge and skills in these less-familiar areas.
However, as in the 2022 survey, teachers revealed a significant shortfall in the provision of subject-specific professional development. The following statistics reveal the percentage of teachers in the UK and Ireland (mainstream state secondary schools) who felt their subject-specific professional development was insufficient or somewhat insufficient in the past academic year:
- 48% of those teaching chemistry
- 49% of those teaching physics
- 52% of those teaching biology
- 45% of those teaching general science.
More than half (61%) of teachers who teach chemistry stated they had received no chemistry-specific professional development in the last academic year.
It is also worrying that, in England, 47% of early career teachers told us they had not received any subject-specific professional development. Under the Early Career Framework (ECF), these teachers should be prioritised for professional development. The survey findings support our concern that the ECF lacks subject specificity and might not adequately address the particular needs of science teachers.
Now, thinking generally, what one change to the education system do you think would have the biggest positive impact in science teaching in your nation?
"More funding for schools that must be used for subject-specific CPD with normal working hours so everyone has the opportunity to access it."
Teacher, England
"We would love to have more time for meaningful dept training and particularly subject-specific CPD and collaboration, but there is a lack of time for this."
Teacher, England
"Full timetable with many exam classes – so opportunities to do SSPD during the school day are not taken as I would miss valuable time with exam classes. Time is so limited with them."
Teacher, Northern Ireland
"Sufficient science subject staff for all specialisms and allow them to use their expertise and enthusiasm to teach their subject at KS4 ..."
Science technician, England
Biology
| Mainstream state secondary schools | England | Scotland | Wales | Northern Ireland | Republic of Ireland | |
|---|---|---|---|---|---|---|
| 0 hrs – Didn't access any professional development in this subject | 75% | 76% | 34% | 85% | 85% | 63% |
| Up to 5 hours | 17% | 17% | 23% | 13% | 15% | 13% |
| 5–9 hours | 4% | 4% | 20% | 0% | 0% | 13% |
| 10–14 hours | 2% | 1% | 5% | 2% | 0% | 4% |
| 15–19 hours | 0% | 0% | 2% | 0% | 0% | 0% |
| 20–24 hours | 0% | 0% | 5% | 0% | 0% | 0% |
| 25–29 hours | 0% | 0% | 0% | 0% | 0% | 0% |
| 30–35 hours | 0% | 0% | 0% | 0% | 0% | 4% |
| 35+ hours | 0% | 0% | 5% | 0% | 0% | 4% |
| Don’t know/Can’t remember | 1% | 1% | 7% | 0% | 0% | 0% |
| Total | 1277 | 1135 | 44 | 48 | 26 | 24 |
Filter: Teachers (including Heads of Department) who teach any level of Biology content; base n = 1509
ÀË»¨Ö±²¥
| Mainstream state secondary schools | England | Scotland | Wales | Northern Ireland | Republic of Ireland | |
|---|---|---|---|---|---|---|
| 0 hrs – Didn't access any professional development in this subject | 61% | 64% | 23% | 74% | 58% | 48% |
| Up to 5 hours | 24% | 24% | 25% | 19% | 23% | 29% |
| 5–9 hours | 7% | 6% | 12% | 4% | 14% | 10% |
| 10–14 hours | 4% | 3% | 10% | 0% | 5% | 10% |
| 15–19 hours | 2% | 1% | 8% | 1% | 0% | 5% |
| 20–24 hours | 1% | 1% | 5% | 1% | 0% | 0% |
| 25–29 hours | 0% | 0% | 1% | 0% | 0% | 0% |
| 30–35 hours | 1% | 0% | 4% | 0% | 0% | 0% |
| 35+ hours | 1% | 0% | 10% | 0% | 0% | 0% |
| Don’t know/Can’t remember | 1% | 1% | 3% | 0% | 0% | 0% |
| Total | 1565 | 1322 | 111 | 68 | 43 | 21 |
Filter: Teachers (including Heads of Department) who teach any level of ÀË»¨Ö±²¥ content; base n = 1970
Physics
| Mainstream state secondary schools | England | Scotland | Wales | Northern Ireland | Republic of Ireland | |
|---|---|---|---|---|---|---|
| 0 hrs – Didn't access any professional development in this subject | 58% | 59% | 21% | 73% | 74% | 63% |
| Up to 5 hours | 24% | 25% | 27% | 13% | 19% | 19% |
| 5–9 hours | 7% | 7% | 11% | 3% | 4% | 6% |
| 10–14 hours | 4% | 3% | 6% | 3% | 4% | 6% |
| 15–19 hours | 2% | 2% | 7% | 2% | 0% | 6% |
| 20–24 hours | 2% | 1% | 13% | 5% | 0% | 0% |
| 25–29 hours | 1% | 1% | 2% | 0% | 0% | 0% |
| 30–35 hours | 1% | 1% | 1% | 0% | 0% | 0% |
| 35+ hours | 2% | 1% | 10% | 2% | 0% | 0% |
| Don’t know/Can’t remember | 0% | 0% | 1% | 0% | 0% | 0% |
| Total | 1423 | 1236 | 82 | 62 | 27 | 16 |
Filter: Teachers (including Heads of Department) who teach any level of Physics content; base n = 1698
General Science
| Mainstream state secondary schools | England | Scotland | Wales | Northern Ireland | Republic of Ireland | |
|---|---|---|---|---|---|---|
| 0 hrs – Didn't access any professional development in this subject | 63% | 66% | 45% | 81% | 70% | 28% |
| Up to 5 hours | 26% | 25% | 31% | 13% | 19% | 51% |
| 5–9 hours | 5% | 4% | 10% | 3% | 11% | 14% |
| 10–14 hours | 2% | 2% | 7% | 0% | 0% | 5% |
| 15–19 hours | 1% | 1% | 1% | 0% | 0% | 2% |
| 20–24 hours | 0% | 0% | 1% | 1% | 0% | 0% |
| 25–29 hours | 0% | 0% | 1% | 0% | 0% | 0% |
| 30–35 hours | 0% | 0% | 0% | 0% | 0% | 0% |
| 35+ hours | 1% | 1% | 2% | 0% | 0% | 0% |
| Don’t know/Can’t remember | 2% | 1% | 3% | 1% | 0% | 0% |
| Total | 1576 | 1259 | 170 | 67 | 37 | 43 |
Filter: Teachers (including Heads of Department); base n = 1872
Biology
| Mainstream state secondary schools | England | Scotland | Wales | Northern Ireland | Republic of Ireland | |
|---|---|---|---|---|---|---|
| Sufficient | 17% | 17% | 19% | 13% | 12% | 26% |
| Somewhat sufficient | 9% | 8% | 35% | 9% | 0% | 17% |
| Neither sufficient nor insufficient | 18% | 19% | 7% | 13% | 28% | 4% |
| Somewhat insufficient | 13% | 14% | 12% | 6% | 8% | 0% |
| Insufficient | 38% | 38% | 23% | 49% | 52% | 52% |
| Somewhat insufficient + Insufficient | 52% | 52% | 35% | 55% | 60% | 52% |
| Don’t know/Can’t remember | 4% | 4% | 5% | 11% | 0% | 0% |
| T2B%: Sufficient + Somewhat sufficient | 26% | 25% | 53% | 21% | 12% | 43% |
| B2B%: Insufficient + Somewhat insufficient | 52% | 52% | 35% | 55% | 60% | 52% |
| Total | 1260 | 1122 | 43 | 47 | 25 | 23 |
Filter: Teachers (including Heads of Department) who teach any level of Biology content; base n = 1483
ÀË»¨Ö±²¥
| Mainstream state secondary schools | England | Scotland | Wales | Northern Ireland | Republic of Ireland | |
|---|---|---|---|---|---|---|
| Sufficient | 19% | 18% | 29% | 13% | 7% | 29% |
| Somewhat sufficient | 13% | 12% | 29% | 10% | 12% | 19% |
| Neither sufficient nor insufficient | 17% | 18% | 12% | 12% | 14% | 5% |
| Somewhat insufficient | 13% | 14% | 8% | 9% | 14% | 0% |
| Insufficient | 35% | 35% | 22% | 48% | 50% | 43% |
| Don’t know/Can’t remember | 3% | 3% | 1% | 7% | 2% | 5% |
| T2B%: Sufficient + Somewhat sufficient | 32% | 30% | 58% | 24% | 19% | 48% |
| B2B%: Insufficient + Somewhat insufficient | 48% | 49% | 30% | 57% | 64% | 43% |
| Total | 1544 | 1303 | 111 | 67 | 42 | 21 |
Filter: Teachers (including Heads of Department) who teach any level of chemistry content; base n = 1945
Physics
| Mainstream state secondary schools | England | Scotland | Wales | Northern Ireland | Republic of Ireland | |
|---|---|---|---|---|---|---|
| Sufficient | 20% | 20% | 27% | 11% | 19% | 0% |
| Somewhat sufficient | 12% | 11% | 30% | 16% | 0% | 8% |
| Neither sufficient nor insufficient | 17% | 17% | 13% | 13% | 31% | 15% |
| Somewhat insufficient | 13% | 14% | 10% | 8% | 0% | 8% |
| Insufficient | 35% | 35% | 18% | 44% | 46% | 69% |
| Don’t know/Can’t remember | 3% | 3% | 1% | 7% | 4% | 0% |
| T2B%: Sufficient + Somewhat sufficient | 32% | 31% | 57% | 28% | 19% | 8% |
| B2B%: Insufficient + Somewhat insufficient | 49% | 49% | 28% | 52% | 46% | 77% |
| Total | 1397 | 1215 | 82 | 61 | 26 | 13 |
Filter: Teachers (including Heads of Department) who teach any level of Physics content; base n = 1663
General Science
| Mainstream state secondary schools | England | Scotland | Wales | Northern Ireland | Republic of Ireland | |
|---|---|---|---|---|---|---|
| Sufficient | 18% | 17% | 21% | 5% | 24% | 22% |
| Somewhat sufficient | 12% | 11% | 23% | 8% | 9% | 27% |
| Neither sufficient nor insufficient | 21% | 22% | 21% | 15% | 18% | 16% |
| Somewhat insufficient | 12% | 12% | 12% | 6% | 9% | 13% |
| Insufficient | 33% | 34% | 21% | 60% | 38% | 22% |
| Don’t know/Can’t remember | 4% | 4% | 2% | 6% | 3% | 0% |
| T2B%: Sufficient + Somewhat sufficient | 30% | 28% | 44% | 13% | 32% | 49% |
| B2B%: Insufficient + Somewhat insufficient | 45% | 46% | 33% | 66% | 47% | 36% |
| Total | 1446 | 1146 | 159 | 62 | 34 | 45 |
Filter: Teachers (including Heads of Department); base n = 1704
Reasons that teachers are not receiving subject-specific professional development
Sufficient professional development is crucial for enhancing student outcomes and expanding teachers' expertise, while supporting teachers with their professional advancement. However, too many teaching staff are missing out because they do not have time or funding to support their professional development needs.
| Mainstream state secondary schools | England | Scotland | Wales | Northern Ireland | Republic of Ireland | |
|---|---|---|---|---|---|---|
| Lack of funding for cover teachers | 49% | 49% | 48% | 57% | 57% | 27% |
| Lack of available cover teachers | 45% | 44% | 50% | 47% | 47% | 27% |
| Course cost & expenses to attend courses | 62% | 63% | 61% | 66% | 57% | 24% |
| School policy restricts the type of courses I can attend | 18% | 19% | 14% | 23% | 12% | 4% |
| Having to attend PD courses/training in my own time | 49% | 49% | 53% | 39% | 53% | 67% |
| Availability of courses | 34% | 31% | 46% | 34% | 51% | 56% |
| Lack of knowledge about opportunities | 35% | 34% | 37% | 39% | 47% | 24% |
| Not having access to the required technology/software/learning platforms, etc. | 6% | 5% | 11% | 5% | 4% | 2% |
| Prohibitive travel time/distance | 33% | 33% | 43% | 30% | 24% | 29% |
| There are no barriers | 6% | 6% | 5% | 2% | 0% | 2% |
| Other | 9% | 10% | 5% | 7% | 8% | 7% |
| Total | 1880 | 1493 | 210 | 83 | 49 | 45 |
Filter: Teachers (including Heads of Department); base n = 2456
Now, thinking generally, what one change to the education system do you think would have the biggest positive impact in science teaching in your nation?
"Providing accessible and affordable subject-specific CPD to help upskill Science teachers, especially those teaching outside their discipline or late career changers whose degree may be a while ago (Plus pay teachers enough to want to stay teaching!)"
Teacher, England
"Targeted CPD to assist with delivery of required practicals from STEM specialists during protected staff training time"
Teacher, England
The link between professional development, well-being and job satisfaction
The evidence we gathered in 2023 and in the 2022 survey highlights a link between insufficient subject-specific professional development, low mental well-being and low job satisfaction.
Among those who had received insufficient or somewhat insufficient chemistry-specific professional development in the last 12 months, 34% reported experiencing low well-being compared with only 18% of those who had received sufficient or somewhat sufficient support.
On average, teachers who received insufficient or somewhat insufficient subject-specific professional development had a lower job satisfaction rating compared to those who had received sufficient or somewhat sufficient support.
To determine the well-being scores in table 16, we used the Warwick-Edinburgh Mental Wellbeing Scale (WEMWS). This scale comes in two versions, one with 14 questions and another with 7 questions. It measures mental well-being in the general population. We used the shorter version, which included statements like ‘I have been feeling optimistic about the future’. Participants could choose from responses such as ‘none of the time’, ‘rarely’, and ‘some of the time’. The responses were then added together to calculate a single score ranging from 7 to 35.
- Those with a score below 20 are said to have low well-being
- Those with a score between 20 and 27 are said to have moderate well-being
- Those with a score over 28 are said to have high well-being.
- The mean score for the UK population overall is 23.5.
| SUFFICIENT + SOMEWHAT SUFFICIENT | INSUFFICIENT + SOMEWHAT INSUFFICIENT | Total | |
|---|---|---|---|
| High wellbeing (28 or greater) | 17% | 7% | 217 |
| Moderate wellbeing (20 - 27) | 65% | 59% | 1199 |
| Low wellbeing (Less than 20) | 18% | 34% | 503 |
Filter: Teacher (including Heads of Department); base n = 1919;
| SUFFICIENT + SOMEWHAT SUFFICIENT | INSUFFICIENT + SOMEWHAT INSUFFICIENT | Total | |
|---|---|---|---|
| Not satisfied | 6% | 21% | 280 |
| Neutral | 23% | 33% | 550 |
| Satisfied | 71% | 46% | 1114 |
Filter: Teachers (including Heads of Department); base n = 1949
What we are doing
We are calling on governments to invest in high quality subject-specific professional development for teachers throughout their careers. We also continue to partner with organisations to drive quality and coherence within the teacher professional development landscape.
Take a look at our award-winning like:
Your can help you with:
- information about our professional development training and resources that are relevant to you
- in-school workshops for early career teachers to help develop confidence in delivering practical science
- face-to-face support for student and trainee teachers – our education co-ordinator can visit you at your training provider.
Explore the full data set behind the Science Teaching Survey 2023
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