Teacher and leader survey, autumn 2026
- School
- Larkfield Academy (a fictional school)
- Responses
- 64
- Response rate
- 82%
- Report written
- 12 October 2026
Larkfield Academy (a fictional school) · 64 responses (82% response rate) · report written 12 October 2026
56%
Source: Teacher and leader survey, autumn 2026, 64 responses.
England, secondary teachers and leaders: 54%
England, secondary teachers and leaders: the published figure for the same question. A gap is called above or below only when it is larger than chance would explain for the number who answered (95% confidence); smaller gaps are shown as in line. Details at the end of the report.
Summary
56% are satisfied with their job all or most of the time. The highest scoring theme is Line management (77% positive) and the lowest is Flexible working (31% positive).
Strengths and priorities
Strengths
- My school's leadership team supports my wellbeing.67%
+18against England, secondary teachers and leaders
- My manager gives me sufficient, clear and actionable feedback.73%
+16against England, secondary teachers and leaders
- My school provides staff with opportunities to actively participate in whole school decisions.53%
+14against England, secondary teachers and leaders
Priorities
- In general, how would you rate pupil behaviour in your school?30%
-15against England, secondary teachers and leaders
Source: Teacher and leader survey, autumn 2026, 64 responses. Groups of fewer than 10 people are not shown. Share of positive answers to each question. Amber tick: England, secondary teachers and leaders.
Since March 2026
Clearly up
I have sufficient control over my own workload.
+33points since March 2026
Now 48%, was 16%
I have an acceptable workload.
+19points since March 2026
Now 22%, was 3%
Clearly down
My school's leadership team supports my wellbeing.
-22points since March 2026
Now 67%, was 90%
18 questions could be compared. The other 15 changed by less than chance would explain, so read them as no real change. With this many questions, one change may be chance alone: read these as places to look first.
Source: Teacher and leader survey, autumn 2026, 64 responses, against the same survey in March 2026. A hollow ring is March 2026; a solid dot is this survey. Share of positive answers to each question.
The shape of the survey
- Line management Highest77%
- Professional development69%
- Leadership60%
- Behaviour46%
- Wellbeing36%
- Workload35%
- Flexible working Lowest31%
Source: Teacher and leader survey, autumn 2026, 64 responses. Groups of fewer than 10 people are not shown.
Who responded
- Classroom teacher (including early career teachers)40
- Middle leader (for example head of department or year)14
- Senior leader (including headteacher)10
Source: Teacher and leader survey, autumn 2026, 64 responses.
Wellbeing
The figure is the share answering tend to disagree or strongly disagree.
+4points since March 2026: in line, within what chance would explain+7against England, secondary teachers and leaders
The figure is the share answering tend to disagree or strongly disagree.
-3points since March 2026: in line, within what chance would explain+4against England, secondary teachers and leaders: in line, within what chance would explain
The figure is the share answering tend to disagree or strongly disagree.
-5points since March 2026: in line, within what chance would explain+11against England, secondary teachers and leaders
By group
- Classroom teacher (including early career teachers)
- 30%
- Middle leader (for example head of department or year)
- 43%
-22points since March 2026+18against England, secondary teachers and leaders
Workload
In your most recent full working week, approximately how many hours did you work?
- Under 20fewer than 5
- 20 to 29fewer than 5
- 30 to 3913%
- 40 to 4917%
- 50 to 5936%
- 60 to 6923%
- 70 to 79fewer than 5
- 80 or more0%
+33points since March 2026+11against England, secondary teachers and leaders: in line, within what chance would explain
+19points since March 2026-4against England, secondary teachers and leaders: in line, within what chance would explain
Leadership
-7points since March 2026: in line, within what chance would explain+3against England, secondary teachers and leaders: in line, within what chance would explain
By group
- Classroom teacher (including early career teachers)
- 70%
- Middle leader (for example head of department or year)
- 64%
0points since March 2026: in line, within what chance would explain+14against England, secondary teachers and leaders
By group
- Classroom teacher (including early career teachers)
- 53%
- Middle leader (for example head of department or year)
- 64%
Line management
-1points since March 2026: in line, within what chance would explain+3against England, secondary teachers and leaders: in line, within what chance would explain
-4points since March 2026: in line, within what chance would explain+5against England, secondary teachers and leaders: in line, within what chance would explain
+1points since March 2026: in line, within what chance would explain+2against England, secondary teachers and leaders: in line, within what chance would explain
By group
- Classroom teacher (including early career teachers)
- 75%
- Middle leader (for example head of department or year)
- 57%
+8points since March 2026: in line, within what chance would explain+16against England, secondary teachers and leaders
Behaviour
-3points since March 2026: in line, within what chance would explain-15against England, secondary teachers and leaders
By group
- Classroom teacher (including early career teachers)
- 28%
- Middle leader (for example head of department or year)
- 43%
-11points since March 2026: in line, within what chance would explain-1against England, secondary teachers and leaders: in line, within what chance would explain
By group
- Classroom teacher (including early career teachers)
- 65%
- Middle leader (for example head of department or year)
- 43%
-2points since March 2026: in line, within what chance would explain-4against England, secondary teachers and leaders: in line, within what chance would explain
By group
- Classroom teacher (including early career teachers)
- 53%
- Middle leader (for example head of department or year)
- 50%
What schools often do next
- Choose two or three routines every adult uses the same way, rehearse them in briefings, and check them during short drop-ins.
- Make sure staff know exactly who will come when they call for help with persistent disruption, and how quickly, then check that it happens.
- Review the behaviour log with teachers each half term so they see what happened after the incidents they reported.
Flexible working
+4points since March 2026: in line, within what chance would explain-7against England, secondary teachers and leaders: in line, within what chance would explain
By group
- Classroom teacher (including early career teachers)
- 35%
- Middle leader (for example head of department or year)
- 36%
Professional development
+3points since March 2026: in line, within what chance would explain+14against England, secondary teachers and leaders
By group
- Classroom teacher (including early career teachers)
- 73%
- Middle leader (for example head of department or year)
- 50%
What people said
What one thing could SLT do differently that would help you do your job?
- “More notice of meetings and deadlines.” · said by 3 people
- “Fewer data drops would give us real time back.” · said by 3 people
- “Protect PPA time from cover.” · said by 3 people
- “Quieter weeks around reports and parents evenings.” · said by 2 people
- “Consistent follow-up on behaviour from the top.” · said by 2 people