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: 18 January 2026 | Source: Only for Teachers original survey data
The integrity of the English education system hinges on the reliability of its teacher assessment and grading processes, from daily formative feedback to end-of-key-stage reporting. As the Department for Education (DfE) continues to explore options for assessment reform – including potential reductions in GCSE exam time – the input and professional credibility of teachers are paramount. However, an exclusive survey by Only for Teachers exposes a significant and fundamental deficit in professional empowerment. The data reveals that only 36% of teachers currently feel ‘Highly trusted’ or ‘Moderately trusted’ to make accurate assessment judgments in their own schools. This low figure suggests a critical lack of professional recognition that could actively undermine any national reforms reliant on greater teacher involvement or non-exam assessment.
The systemic deficit in teacher trust
The finding that nearly two-thirds of teachers do not feel strongly trusted in their core professional task – assessing pupils – is a powerful indictment of the prevailing culture within many institutions. This lack of trust is not merely a morale issue; it has direct operational consequences. If teachers do not feel trusted to make accurate judgements, they are far more likely to rely heavily on external, high-stakes testing, such as standardised papers or mock GCSE examinations, to validate their internal results. This reliance drives up teacher workload and diminishes the value placed on nuanced, curriculum-specific feedback.
The policy implications of this low confidence figure are critical. The recent recommendations in the public domain for assessment reform have stressed the need to empower teachers and involve them more directly in policy design. Yet, our data demonstrates that a deep-seated cultural shift away from bureaucratic oversight towards professional autonomy is required first.
Furthermore, the data shows that this lack of professional validation extends to the national level: only 39% of teachers agree or strongly agree that teachers should have a greater say in the design of national assessments, such as GCSE reforms or new diagnostic tests. This counter-intuitive finding – that fewer than half of the profession is pushing for a greater voice – may signal professional fatigue or a resignation to the status quo, rather than a genuine lack of desire for input.
The mandate for professional involvement and reduced pressure
The most compelling insights from the survey emerged when teachers were asked what would enable them to feel more confident in making assessment judgments. Their answers provide a clear, prioritised mandate for action by school leaders and policymakers alike.
The top-ranked priority, selected by 68% of teachers, was the need to ‘Increase Teacher Involvement in Assessment Design’. This suggests that while teachers may feel disenfranchised from current national decisions, they overwhelmingly believe that giving them a voice is the single most effective way to restore confidence in the assessment process. By being involved in designing the frameworks, teachers would likely feel a stronger sense of ownership and trust in their subsequent application of those frameworks.
This push for ownership is closely followed by two issues critical to teacher workload: 60% selected ‘Reduce Administrative Pressure’ and 54% selected ‘Team-based Collaboration’. These findings strongly indicate that to free teachers to focus on quality assessment, system leaders must first simplify the processes, cut bureaucracy, and build in time for collaborative professional dialogue around grading standards. Assessment quality is perceived as being directly tied to administrative burden.
Conclusion and professional takeaway
The challenge for the next wave of assessment reform is clear: it must be a reform of culture as much as policy. The low figure of 36% of teachers feeling trusted to make accurate professional judgments poses a fundamental threat to the reliability of internal data and the professional self-worth of the workforce.
The professional takeaway for teachers is to use this data to advocate for systemic change. The clear demand for increased involvement in assessment design and the reduction of administrative pressure validates the call for policies that genuinely empower the classroom practitioner. Any reform effort that fails to address the lack of teacher trust and the excessive teacher workload associated with assessment processes risks being perceived as another bureaucratic imposition, rather than a meaningful step towards professional excellence.
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”