This study is an original synthesis of African research evidence on teacher professional development (TPD) provision in the sub-Saharan region. It provides a critical appraisal of the evidence base...

Many teachers in low- and middle-income countries lack the skills to teach effectively, and professional development (PD) programs are the principal tool that governments use to upgrade those skills...

This paper reports on a comprehensive review of international evidence, synthesising the findings of some of the strongest empirical work on the main factors influencing people's decisions to be...

COVID-19 has led to huge disruptions to the education system, not just for students and teachers, but for those training to join the profession. Trainees learning to teach in UK secondary schools in...

The aim of this guide is to provide evidence and guidance to assist schools’ efforts in supporting those Early Career Teachers (ECTs) who have trained during the 2019-2020 and 2020-2021 academic years...

This study focuses on how the Girl's Education Challenge (GEC) Phase II projects have engaged teachers and emphasised teaching quality to improve girls’ education. This means understanding not only...

This article presents a systematic review of international research evidence identifying the most promising approaches to attracting and retaining teachers in hard-to-staff areas. It concludes that...

The National Foundation for Educational Research conducted an independent evaluation of the Inspect and Improve pilot project in Eastern Uganda, which is a school inspections and improvement programme...

This study aimed to better understand why the inequitable distribution of teachers persists in Sierra Leone despite the investments in the education workforce, and how the government may resolve this...

The report presents the results of a survey of senior school leaders in England with responsibility for staffing in autumn 2020 and autumn 2021 on their experience of teacher recruitment, retention...