This report is based on original survey data collected directly from UK teachers through the Only for Teachers platform. All insights and findings are unique to our community.
Published: 21 January 2026 | Source: Only for Teachers original survey data
High-quality Continuing Professional Development (CPD) is a cornerstone of a robust education system, particularly as the UK navigates the complexities of the ongoing Curriculum and Assessment Review. For teachers, the ability to access relevant, impactful training is not just a career requirement but a necessity for managing evolving classroom demands. However, a new exclusive survey from Only for Teachers indicates a significant gap between what practitioners value and the reality of school-led provision. While there is a clear appetite for deep, subject-level expertise, institutional support for broader leadership development and government-funded programmes remains inconsistent.
The overwhelming value of subject-specific training
The most striking finding from our data highlights exactly where teachers believe training has the most impact. When asked about the benefits of subject-specific CPD—such as training linked to refreshed programmes of study or subject-level guidance for SEND—42% of teachers identified ‘improving subject knowledge and understanding of curriculum expectations’ as the primary benefit.
This preference suggests that in an era of curriculum modernisation, teachers are most concerned with the ‘what’ and ‘how’ of their specific disciplines. Beyond core knowledge, 20% of respondents valued the support such training provides for better planning, sequencing, and progression. Notably, only 3% of teachers claimed to see limited or no benefit in subject-specific training, underscoring a near-universal consensus that professional development is most effective when it is grounded in the specific requirements of the classroom.
Despite this clear mandate for subject-level training, satisfaction with current school-led provision is lukewarm at best. Only 34% of teachers reported being ‘Satisfied’ or ‘Very satisfied’ with the CPD they currently receive. With 27% dissatisfied and 37% remaining neutral, it is evident that many schools are struggling to provide a teacher CPD offer that feels truly relevant or high-impact to their staff.
Identifying barriers to leadership and accessibility
The survey also explored the broader landscape of professional development, including the National Professional Qualifications (NPQs) and government-funded initiatives. While these programmes are often central to DfE policy for school improvement and leadership retention, their uptake is hampered by institutional and awareness barriers.
According to our data, only 30% of teachers state that their school ‘actively supports’ NPQ courses or similar leadership programmes. This suggests that for many middle and senior leaders, the path to further qualification is not always clearly paved by their employer. Furthermore, the accessibility of wider government-funded teacher CPD remains a concern; 34% of teachers feel that these courses are either ‘Not at all’ or only ‘Slightly’ well known and accessible within their school.
This lack of visibility is a critical policy failure. If the objective of the National Professional Qualifications and curriculum reform programmes is to drive systemic improvement, the information and the capacity to engage with these courses must reach the classroom level more effectively. For many teachers, the pressure of the daily timetable and the administrative burden often leave little room to investigate or apply for external subject-specific training, even when it is fully funded.
Conclusion and professional takeaway
The findings of this survey illustrate a profession that is eager for high-quality, subject-grounded professional development but is often met with generic or inaccessible provision. The fact that 42% of teachers specifically seek deeper curriculum knowledge highlights a professional desire to excel in the core task of teaching.
The professional takeaway for teachers is to advocate for a teacher CPD model that moves away from ‘one-size-fits-all’ sessions and towards disciplined-based expertise. When discussing development plans with leadership, use this data to highlight that the most significant gains in practice are perceived to come from subject-specific mastery and planning support. Schools that successfully bridge the gap between their staff’s desire for subject expertise and the institutional support for leadership qualifications like NPQs are likely to see higher levels of staff satisfaction and retention.
We urge all teachers to participate in next week’s survey, ensuring the professional voice remains the authoritative source in the national education debate.
Join the conversation by participating in next week’s survey to ensure your professional voice shapes the UK education debate.
Our Methodology
About This Survey
All insights published on OnlyForTeachers come directly from teachers across the UK. Each week, we run original surveys on topics that matter most to educators — from classroom practice and workload to wellbeing and policy changes.
Who Takes Part
Participants are active UK teachers who have registered with OnlyForTeachers. Every response remains fully anonymous.
How We Collect Data
Our surveys are designed and distributed weekly through the OnlyForTeachers platform. Questions are short, relevant, and built to capture honest opinions efficiently. Each survey typically runs for one week, and responses are gathered using secure, GDPR-compliant forms.
Data Integrity
We ensure one response per teacher, prevent duplicate entries, and apply basic data cleaning before publishing results. No weighting or external adjustments are made — what you see reflects the real voices of UK teachers.
How We Analyse & Publish
Responses are aggregated and summarised by the OnlyForTeachers research team. Results are published exclusively on our website and social channels and are original to this community. When relevant, we also feature selected teacher comments to add qualitative insights.
Use of Insights
You’re welcome to reference or cite our findings in your articles, research, or policy papers — please credit: “Source: OnlyForTeachers – Original UK Teacher Survey Insights”