What teachers value most in the workplace

As teacher recruitment reaches its busiest point of the year, new national research from Teaching Vacancies reveals a clear shift in what teachers value most when choosing a job. School culture, wellbeing and values are now outweighing traditional drivers such as pay and location. Tanya Bentham, deputy director of talent at Lift Schools, explores the findings and explains how schools looking to attract and retain high‑quality staff can present their ethos - and why it matters as much as the role itself.

Each year, thousands of teachers across England consider their next career move. During this peak recruitment period, I see a wide range of applications, so I’m always interested in what tips a candidate towards a particular school. How do teachers make decisions in a crowded recruitment market? And what can schools do to stand out?

To give us an insight into this decision‑making process, Teaching Vacancies commissioned new, national research* into the job‑seeking habits of teachers. The findings are clear: culture now comes first.

What teachers value

Two thirds (66 per cent) of teachers surveyed said that a school’s culture and values are the most important factor when deciding on a new role, ahead of location (55 per cent) and pay (47 per cent). While practical considerations still matter, many teachers are prioritising how a school feels to work in, how staff are supported and whether leadership aligns with their own values.

This is particularly true for early career teachers, who polled above the average in citing culture and values as the most important factor. Many are balancing the excitement of securing their first post with questions about workload, support and wellbeing. For this group, clear signals about a school’s ethos, leadership approach and commitment to staff development can make a decisive difference.

Why it matters now

While location and pay remain important, they are no longer the sole drivers of decision‑making. Teachers are increasingly looking beyond the basics to assess whether a role will be sustainable and fulfilling in the long term.

For schools, this insight presents both a challenge and an opportunity. Recruitment is about more than advertising a vacancy. It is about being honest about what it is like to work in your organisation, how staff are supported and why your school is a place where teaching careers can thrive.

Teachers want reassurance that schools recognise the day‑to‑day challenges of the role and are committed to supporting staff through them. A positive culture is reflected in the everyday experience of working in a school, from manageable workloads to supportive line management and opportunities to develop professionally.

Making school culture visible

Many schools offer excellent support for their staff but do not always translate their internal culture into something tangible for jobseekers.

Being specific about key aspects of working life helps candidates quickly understand whether the school is a good match. This could include explaining how workload is managed, how mentoring and induction are delivered or how staff can access support. Simple, concrete examples make a meaningful difference because they help applicants picture themselves in the role.

When teachers have multiple options, clarity and transparency can be the deciding factor. Schools that communicate their culture clearly are more likely to attract candidates who align with their ethos, leading to stronger matches and better retention.

Supporting candidates to present their strengths

Writing a personal statement is often cited as one of the most stressful parts of applying for a teaching role, especially for early career teachers. Often, strong candidates can undersell themselves or feel discouraged before they have even secured an interview.

From this spring, all roles listed as ‘suitable for ECTs’ on Teaching Vacancies give applicants access to the Personal Statement Builder. Developed using expert insights, it guides candidates on how to articulate strengths, reflect on placement experience and understand what schools are looking for.

As a result, candidates feel fully supported from application to hiring, and clearer, more authentic statements reach hiring managers.

Why this matters for schools

Clearer, more confident applications make it easier for hiring teams to assess suitability and potential, particularly when recruiting early career teachers.

When candidates articulate their skills and values, schools are more likely to identify individuals who align with their culture and long‑term needs. This saves time for hiring teams, improves shortlist quality and leads to stronger outcomes for both parties.

There is also a wider system benefit. By reducing barriers and anxiety in the application process, more teachers may feel encouraged to apply for roles that suit them, supporting a healthier and more dynamic recruitment market.

A shared responsibility for better recruitment

These new research findings underline that improving teacher recruitment is not just about increasing the number of vacancies advertised or applicants reached. It is about improving the quality of the match between schools and teachers.

For schools, this means being honest and proactive about what they offer, from leadership style to workload expectations. For candidates, it means having access to the right guidance and support to present themselves with confidence and make career decisions that help them thrive.

As recruitment activity intensifies, the message from teachers is clear: culture, values and wellbeing are no longer secondary considerations. They are central to how teachers choose where to work.

Schools that recognise this - and reflect it in how they recruit - will be better placed to attract and retain the teachers they need.

^{*Research conducted by Teacher Tapp in December 2025, surveying more than 7,300 classroom teachers and middle leaders.}