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
As we move into 2026, the landscape of UK education remains at a critical juncture. With the Department for Education (DfE) still grappling with a persistent recruitment crisis and the School Teachers’ Review Body (STRB) preparing its next set of recommendations, the voices of those on the front line have never been more vital. Our latest community survey, provides a definitive roadmap of what teachers expect to see over the next twelve months. The findings suggest that while modern tools like AI are welcomed, the fundamental issues of pay, class composition, and professional authority remain the primary drivers of professional dissatisfaction.
Addressing the teacher retention strategies UK crisis through pay
The most resounding finding from our data is the absolute necessity of a meaningful teacher pay rise 2026. When asked which pay measure is most essential to improve recruitment and retention, a significant 61.2% of teachers identified a ‘significant, above-inflation pay rise’ as the priority. This isn’t merely a demand for more money; it is a plea for the restoration of the profession’s status and a direct response to years of real-terms pay erosion.
Furthermore, 24.2% of teachers want to see a return to a clear, consistent national pay structure, effectively reversing the trend of performance-related pay which many feel has added unnecessary bureaucracy and subjectivity to the profession. In the context of teacher retention strategies, these figures suggest that until the core issue of financial recognition is addressed, other peripheral incentives will likely fail to stem the flow of staff leaving the classroom.
Tackling the SEND funding crisis and behaviour management
Beyond the pay slip, the structural reality of the classroom is the next major concern. The SEND funding crisis has become a daily reality for most, with the complexity of student needs often outstripping the available resources. Our data shows that 46.6% of teachers believe the single most effective change for SEND support by 2026 would be a ‘reduction in class sizes where multiple EHCPs or SEND pupils are present’. This highlights a growing feeling that the current inclusion model, while noble in intent, is becoming unworkable under current staffing ratios.
Closely linked to this is the issue of classroom behaviour management. Despite various government initiatives, 34.8% of teachers are calling for a ‘strengthened national policy for teacher authority over low-level disruption’. This suggests that current frameworks are perceived as insufficient in supporting practitioners to maintain the orderly environments necessary for effective learning. When combined with the 24.7% who demand a mandatory increase in Teaching Assistants (TAs) and pastoral staff, a clear picture emerges: teachers need more ‘boots on the ground’ and firmer backing from national policy to manage the increasingly complex social dynamics of the modern classroom.
Reducing teacher workload through PPA and AI in schools
Finally, the survey addressed the perennial issue of reducing teacher workload. Interestingly, the solutions are split between traditional time-based fixes and emerging technological aids. 33.7% of teachers identified more protected time for PPA (Planning, Preparation, and Assessment) as their top priority, closely followed by 33.1% who want dedicated admin support staff for non-teaching tasks.
The role of AI in schools is also gaining traction as a legitimate workload solution. Rather than generic ‘innovation’, practitioners have very specific demands. 28.1% of teachers want to see mandatory, free AI tools provided for automated marking and feedback by 2026. This is followed by 27.5% who rightly point out that such tools are useless without ‘guaranteed high-speed infrastructure and reliable IT support’. This indicates that while teachers are ready to embrace digital transformation, they expect the government to provide the tools to make it function effectively without adding to their existing technical burden.
Conclusion and professional takeaway
The data for 2026 presents a profession that is remarkably clear about its needs. The mandate for an above-inflation pay rise is overwhelming, but it sits alongside a sophisticated understanding of how class sizes and behaviour policy impact daily working lives.
The professional takeaway for teachers this year is one of collective advocacy. Whether engaging with unions, governors, or local authorities, the focus should remain on these core ‘triple-threat’ issues: competitive pay, manageable class compositions for SEND, and the provision of automated tools that actually save time. As the DfE looks toward 2030, our community has made it clear that the foundation for any future revolution must be laid in 2026 through these fundamental reforms.
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”