2025英国国际教师招聘研究报告

Research report June 2025 Authors: John Higton, Yasmin White,Rebecca Nicoletti, Malina Cojocaru,Sophie Harvey-Rich, Kirsty Duncan Contents List of figures3Glossary5Executive summary7Introduction and methodology71.Introduction and methodology12Background and context12Research aims12Methodology132.Motivations17Leader’s motivations for recruiting international teachers17Motivations for, and barriers to, applying for teaching roles in England19Motivations for training in England223.Recruitment and application processes27Leaders’ approaches to recruiting international teachers27Teacher’s experiences of applying to roles in England33Recruitment agencies’ approaches to placing international teachers38Training providers’ approaches to recruiting international trainees40Trainee’s experiences of applying to courses in England424.Incentives and support45Awareness of incentives and support455.Experiences employing international teachers, teaching in English schools, andteacher training in England56Employing international teachers in England56Teaching in England61Living in England66Support67Training in England69Relocating to England736.The future of international teacher recruitment and international teacher trainees77 Anticipating trends in international teacher recruitment77Future intentions of international teachers78Improvements to recruitment processes83Improvements to employing international teachers and trainees897.Conclusions from the research92International teachers played a key role in helping schools fill vacancies, but schoolsfaced barriers recruiting them92All audiences said the visa application process is too complicated93International teachers and trainees can be unprepared for life in England and itsschools93All audiences thought there are benefits to holding clear information in one place93School leaders would welcome regulation for recruitment agencies94 List of figures Figure 2.1 Teacher's motivations for applying for a teaching role in England ..................19Figure 2.2 Barriers to teaching in England.......................................................................22Figure 2.3 Trainee’s motivations for applying to train in England.....................................23Figure 2.4 Reasons for not starting teacher training course ............................................26Figure 3.1 Time taken after gaining QTS through recognition to secure first permanentteaching post in England..................................................................................................34Figure 3.2 Discovery methods for teaching roles in England ...........................................35Figure 4.1 Teachers’ likely course of action had they not received the IRP.....................48Figure 4.2 How teachers spent the IRP ...........................................................................49Figure 4.3 Trainees’ likely course of action had they not received the IRP......................51Figure 4.4 How trainees spent the IRP ............................................................................52Figure 4.5 Trainees’ likely course of action had they not received a bursary or scholarship.........................................................................................................................................53Figure 5.1 Reasons for leaving teaching in England........................................................64Figure 5.2 Ease of adapting to aspects of teaching in England .......................................65Figure 5.3 Support received by new international teachers in England ...........................68Figure 5.4 Support and guidance for international teachers when relocating to England 69Figure 5.5 Trainees’ perceptions of support from providers and schools during placement.........................................................................................................................................72Figure 5.6 Teachers’ considerations on where to move in England.................................74Figure 5.7 Visas held by teachers when first relocating to England.................................75Figure 6.1 Intentions after leaving teaching .....................................................................79Figure 6.2 Trainees’ future teaching intentions ................................................................82 List of tables Table 1. Interview numbers of audience ..........................................................................14Table 2. Survey respondent characteristics .....................................................................96Table 3. Interview numbers by audience .........................................................................97Table 4. School leader quota table ................................................................................100Table 5. MAT leader quota table....................................................................................101Table 6. Teacher quota table ................