Research / 2026 Scottish Teacher Employment Survey
Findingsecure work
Teachers across Scotland answered questions about finding teaching work, temporary and supply contracts, and how insecure work has affected them. These are their answers.
An open, self-selected survey. These findings describe the people who responded, not all teachers in Scotland.
Imagine the responses as 100 people.
Each figure represents about 1%. Groups are rounded to total 100.
Select an employment group to highlight it above.
Base: 572 respondentsAt the time of response
Key findings
Three effects of insecure work
Reported by respondents since August 2024.
Select a card to see the full question.
Respondents could report several impacts. These groups overlap; they cannot be added together.
Written answers · question 32
What teachers want decision-makers to know
“Is there anything else about finding teaching work, supply teaching, temporary contracts, permanency or job security in Scotland that you think people making decisions about teacher employment need to know?”
320 respondents answered this question. 51 are not shown because they asked to be contacted first, declined, or did not give a quotation preference. Answers are lightly proofread for typing slips; added words and removed identifying details appear in [square brackets].
What the written answers describe
Harm to their mental health or wellbeing
96 of 269 written answersContracts ended or service reset before permanency
38 of 269 written answersFinancial hardship: debt, lost savings, benefits or unpaid bills
51 of 269 written answers129 of 269 answers describe financial hardship, harm to mental health, life plans on hold, or leaving teaching or Scotland. These figures count themes mentioned in the consented answers, not everyone who had each experience. An unmentioned experience is not necessarily absent. The structured survey findings use separate questions and response bases.
In their own words
The hardest situations teachers described
I am in a very serious amount of debt, relying on food banks, welfare grants and universal credit advance payments to survive and keep my young family.
I have spent almost £10,000 of my savings on day to day living costs. I expect to have zero savings left by the end of this school year.
I have a family and a mortgage. I couldn't cope with the lack of security and the few hours here and there each month. I, therefore, have taken a job working for a charity, a £20000 pay cut and applied for universal credit.
…this month I was paid £500 for 3 days supply, this is nearly half my mortgage alone.
All 269 answers
Read every answer
Showing 12 of 269 answers
[I] want decision makers to understand that for many teachers, finding secure employment is not simply a case of applying for a job and being unsuccessful. It can mean spending years moving between temporary contracts, fixed-term posts and supply work, repeatedly proving yourself in classrooms while still having no meaningful job security.
Teachers can work continuously within the profession, build years of valuable experience and dedicate themselves to pupils, schools and communities, yet still find themselves back at the beginning when a contract ends. Breaks in service, changes between schools or local authorities, and circumstances completely outside a teacher’s control can have significant consequences for whether their service is recognised towards permanency.
That is not a sustainable or fair system.
There have already been promises and commitments to improve teacher employment and job security in Scotland. Teachers now need to see those promises translated into meaningful change. If the same problems continue year after year, assurances alone are no longer enough. Decision makers need to examine why experienced teachers are still being trapped in cycles of temporary employment and take action to remove the barriers preventing them from securing permanent posts.
The proposed three year probationer scheme should not be presented as the solution to this problem. Extending the probationary period does nothing to address the fundamental lack of permanent opportunities available to teachers after probation. In fact, there is a real concern that it could make the situation worse by increasing the length of time teachers remain in insecure or transitional employment before they even begin competing for permanent posts.
We cannot solve a crisis of insecure employment by creating a longer route to employment.
The impact of the current system goes far beyond employment status. Living year after year without knowing whether you will have a job, an income or a school to return to after the summer takes a significant personal and professional toll. Scotland also risks losing committed and experienced teachers who eventually decide they can no longer build their lives around temporary contracts and uncertainty.
Government need to listen to teachers experiencing this first hand and examine whether current recruitment practices, continuity of service rules and permanency policies are genuinely fair, transparent and consistent across Scotland.
Teachers are not asking to be handed permanent jobs without merit. They are asking for their experience and accrued service to be properly recognised and for a fair and transparent route to permanent employment.
Promises have already been made. What teachers need now is action.
After working so hard at school to get into university to study my dream career as a Primary teacher, to then studying for 4 years at university, working so hard, getting a first class honours degree, working exceptionally hard during my probation year and completing it. Instead of feeling like I have accomplished my probation year and feeling proud of myself, I feel I am being punished. It is soul destroying.
I interviewed twice for a role that had been permanent (that the council refused to advertise as permanent after an employee unfortunately passed away). I was successful at interview twice. I went on maternity leave during my second year during this job and found out 5 months post partum that I would not have a job to return to and would be returning to supply (despite having 5 months left on my contract). I totally missed out on having the opportunity to complete KIT days and have job security to return to after having my baby. An absolute shambles of a system.
From a History point of view, jobs are increasingly looking for dual qualified teachers in both History and Modern Studies. This is often included as 'essential' criteria and so I find applications are quickly rejected. I would be willing to gain the university credits to teach Modern Studies, but can't justify the cost whilst I do not have permanent employment.
When with more than one local authority on supply this means we pay more taxes as it is seen as a secondary job and can result in underpaid taxes from previous years as it's unpredictable how long or what local authority will be the primary income.
By centralising supply staff and allocating them to schools for schools to utilise the staff however they see best would remove this issue not only solve every issue in schools. I suggested this and it would save £75 million in providing local authorities with funding for staff and the response was “that would be too much work to convene with all parties”. I have been successful twice for permanent position only to be told later that afternoon that the position would be cancelled and an NQT would fill the position. Local authorities are abusing the NQT system and by extending it by three years would be catastrophic for the entire system.
As a teacher currently on a fixed term contract, I am worrying almost every day about my life, the stresses of having my own house and what I’d do if the council cancels my contract when I’m no longer needed. I can not drop a wage when owning a home. My life feels like it is currently on hold until I am able to have the security of a permanent job. I still live with my parents and I am too worried to buy a house in case I can’t keep up with mortgage payments. I want to have children and with the uncertainty of a job, how can I know I will be able to support a family. I want to work. I want to do well to teach our children and young people. But I also want to live without the constant worry and roadblocks.
On year 4 (and know of many others who have been doing this for longer) and still have no security. We had held off extending our family in the vain hope that I would eventually get a permanent post, but we ultimately decided that we couldn't wait any longer. This meant that last session I started a fixed term contract in a new local authority in August and finished on maternity leave in January, with only maternity allowance and no job to go back to as the fixed term ended in June. As a result, I spent the majority of my leave anxious about employment and finances, and unable to just enjoy our new baby. I interviewed for my local authority "block" interviews at 6 weeks postpartum exactly. Miraculously I was offered a fixed term post from this interview. The start date was August and I returned to work when my baby was just 6 months old. I have not felt ready to be back at work, yet I was in no position to turn down any offer of work as I had no other income or job security.
It is so easy for government to blame local authorities, and vice versa, but this is people's lives. Their wellbeing is affected, their families are affected. Personally, I believe the government should be doing more to support teachers who are unemployed, or stuck on temporary contracts, achieve permanency. At the end of the day, the government directly fund the training and so are responsible for how many teachers go through the university process and TIS. It is immoral to support the training of thousands of new teachers when there are thousands without secure work. It is illogical that teachers must reapply and re-interview every year, and be subject to inconsistent recruitment approaches, when they have already proven themselves via completion of probation year. My proposal would be that once you have achieved a successful interview, you are added to a list and allocated a permanent position when you reach the top of the list and a post is available. A national supply register would also be beneficial to support those who were allocated a 3rd, 4th, 5th choice in local authority for probation. Most councils mainly offer internal recruitment so many are stuck in authorities far away from home because of a random selection for probation. It is not reasonable to expect that everyone can move across the country for a job (which are few and far between, and come with their own challenges such as suitable accommodation in the area etc).
The entire system is broken and nobody is willing to stand up and take responsibility, or at least take action. The government, local authorities and unions should be collaborating to resolve this. The lives of teachers, pupils and families are all being impacted and something has to change.
As a supply teacher at the top of the pay scale I feel this can adversely affect chances of being selected. I feel supply funding should be centralised so individual school budgets are not a factor when choosing supply. The information given on Teacher Booker makes it obvious through years of service how far up the scale you may be.
I have been teaching 9 years this year (including probation). I have paid uni fees myself to become qualified in different subjects to try secure work but still have no perm post. I am mentally and physically exhausted. The SNP do not listen when we say what their policies are doing to teachers. They blame councils and say it is up to them who they recruit but I left a secure career to become a teacher because the SNP were advertising for STEM qualified teachers with industry experience. Yet here I am, 9 years in, and no security. My life has been on hold. I wanted a second child but can't have one because I wouldn't get maternity pay. I'm now approaching 40 so probably cannot have one now as I still don't have security. I feel changing career due to advertisements from SNP has stolen my chance at having another child. I want security. I feel worthless.
They say in interview about experience however where and when am I going to get this experience when I am in the constant cycle of doing supply work.
The current employment crisis in teaching is having a massive detrimental impact on Scottish pupils, teachers and people’s mental health. Schools are short staffed and crying out for extra teachers, teachers are unemployed and crying out for work. The education system in Scotland is going to continue to decline unless something is done about it and employing teachers on a permanent basis, who want to work, who want to make a difference and who want nothing more than to teach would be an excellent start, reducing class sizes, increasing the amount of support learners are receiving in class. I personally want to do no other job than teach, but the insecurity, the impact it’s having on the future plans of my young family, I’m unsure how long I can go on like this before I am going to have to seek permanent, secure employment elsewhere. Scotland are losing excellent teachers by the day because of this to other jobs and other countries. It’s diabolical really.
Many councils are deliberately breaking service to not allow us to be able to apply for permanence through service length by stopping supply availability at certain points of year. Different councils have different rules on what breaks service length some as small as 5 consecutive working days which can make it almost impossible to gain permanence.
Answers are shown in the order they were received, with the respondent’s teaching sector and the type of teaching work they had when they answered. Council and registration year are not attached as labels. Selected identifying details are removed or generalised; people who know the circumstances may still recognise an account. Themes were coded with AI assistance by reading each answer; an answer can have several. The coding remains subject to review by Scottish Teachers for Permanence before release. Quote an answer by its number, for example “Answer 57, Scottish Teacher Employment Survey 2026”.
01 / Who took part
Who took part
The teaching sector respondents work in, and the type of teaching work they had when they answered.
A starting point, not a national estimate
Teaching sector
81% of respondents mainly sought primary teaching work. Keep that balance in mind as you read.
The survey includes people in permanent and temporary posts, teachers doing supply work, and those trying to get into a classroom.
Type of teaching work when they answered
Data table & how to read this
Permanent and temporary categories combine full-time and part-time responses, including those wanting more hours.
Base: 572 respondentsAt the time of response
| Answer | Respondents | Share |
|---|---|---|
| Permanent | 73 | 12.8% |
| Temporary | 198 | 34.6% |
| Supply work | 171 | 29.9% |
| No post / no supply work | 104 | 18.2% |
| Other situations | 26 | 4.5% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
Secondary teachers
Respondents seeking secondary work
Most respondents work in primary. These figures show only the people mainly seeking secondary teaching work, each with its own base.
75 of 572 respondents mainly sought work in secondary.
Share of answers to the sector question. This is a self-selected survey, not an estimate of Scotland’s teaching workforce.Since August 2024
Negative effects on mental health or wellbeing
Share of eligible respondents who answered this question. Each percentage uses that sector’s own answered base. The comparison describes these respondents; it does not establish a difference across all teachers.
Data table & how to read this
Share of eligible respondents who answered this question.
Base: 75 respondentsSince August 2024
| Answer | Respondents | Share |
|---|---|---|
| Negative effects on mental health or wellbeing | 49 | 65.3% |
| Other answers | 26 | 34.7% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
Some detailed employment and supply breakdowns are not available for secondary respondents because they do not meet the survey’s small-group protection rules.
02 / Finding work
Finding teaching work
Paid teaching days since schools returned in August 2026, and the applications, interviews and offers respondents reported.
No paid teaching work
Base: 484 respondentsSince schools returned in August 2026, up to each response
Data table & how to read this
Among respondents seeking and available for paid teaching work who answered Q8. Those not seeking or not available are outside this question’s base.
Base: 484 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| No paid teaching work | 71 | 14.7% |
| Other answers | 413 | 85.3% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 88 · Omitted numeric answers: 0
Opportunities gone before they could respond
Base: 176 respondentsSince schools returned in August 2026, up to each response
Data table & how to read this
Share of eligible respondents who answered this question.
Base: 176 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| Opportunities gone before they could respond | 131 | 74.4% |
| Other answers | 45 | 25.6% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 396 · Omitted numeric answers: 0
Often or very often, among respondents who had used Teacher Booker.
Applications, interviews and offers
Teaching posts applied for
since August 2026
Separate reported totals, not a tracked recruitment funnel. Interviews and offers may relate to earlier applications.
Base: 538 respondentsSince schools returned in August 2026, up to each response
Data table & how to read this
Totals from respondents with all six numeric answers. Events may concern different recruitment rounds; these are not conversion rates.
Base: 538 respondentsSince schools returned in August 2026, up to each response
| Measure | Value | Contributors |
|---|---|---|
| Permanent · applications submitted | 598 reported events | 538 |
| Permanent · interviews offered | 70 reported events | 538 |
| Permanent · job offers received | 7 reported events | 538 |
| Fixed-term / temporary · applications submitted | 1,100 reported events | 538 |
| Fixed-term / temporary · interviews offered | 166 reported events | 538 |
| Fixed-term / temporary · job offers received | 64 reported events | 538 |
Missing / other non-numeric: 34 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
03 / Security
Waiting for a permanent post
How long respondents had wanted a permanent post without having one, and what they reported about contract breaks and qualifying service.
Longest wait for a permanent post
Three years or more
Longest continuous period wanting a permanent teaching post without having one, since completing probation.
Base: 572 respondentsSince completing probation
Data table & how to read this
Base: 572 respondentsSince completing probation
| Answer | Respondents | Share |
|---|---|---|
| I obtained the permanent employment I wanted immediately | 15 | 2.6% |
| Less than 6 months | 58 | 10.1% |
| 6–12 months | 49 | 8.6% |
| More than 1 year but less than 2 years | 72 | 12.6% |
| 2–3 years | 101 | 17.7% |
| 3–5 years | 118 | 20.6% |
| More than 5 years | 69 | 12.1% |
| I have never sought a permanent teaching post | 30 | 5.2% |
| Not applicable | 55 | 9.6% |
| Prefer not to say | 5 | 0.9% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
Contracts, waiting times and qualifying service
We asked how long people had sought the permanent work they wanted, how many temporary contracts they had held, and what they understood about local qualifying-service arrangements.
Reports of service resets and local rules are respondents’ experiences. The survey does not independently establish council policy.
See the longest-wait answers
Data table & how to read this
Base: 572 respondentsSince completing probation
| Answer | Respondents | Share |
|---|---|---|
| I obtained the permanent employment I wanted immediately | 15 | 2.6% |
| Less than 6 months | 58 | 10.1% |
| 6–12 months | 49 | 8.6% |
| More than 1 year but less than 2 years | 72 | 12.6% |
| 2–3 years | 101 | 17.7% |
| 3–5 years | 118 | 20.6% |
| More than 5 years | 69 | 12.1% |
| I have never sought a permanent teaching post | 30 | 5.2% |
| Not applicable | 55 | 9.6% |
| Prefer not to say | 5 | 0.9% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
04 / Money and wellbeing
Money, plans and wellbeing
Respondents were asked whether difficulty getting the teaching work they wanted had affected their finances, their personal plans or their wellbeing since August 2024.
respondents
Base: 572 respondentsSince August 2024
Used savings to get by.
Savings can soften the immediate shock of insecure work. Using them to cover everyday life leaves less to fall back on.
Respondents could select more than one impact.
Data table & how to read this
Share of eligible respondents who answered this question.
Base: 572 respondentsSince August 2024
| Answer | Respondents | Share |
|---|---|---|
| Used savings to get by | 368 | 64.3% |
| Other answers | 204 | 35.7% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
Comparison by cohort
Reported effects
by registration year
Three reported effects, grouped by the year respondents completed probation or gained full registration. This is not their graduation year.
Highest reported share · Wellbeing
2021–23Probation / full-registration cohort
negative effects on mental health or wellbeing
144 of 184 respondents · Since August 2024By probation / full-registration cohort
Negative effects on mental health or wellbeing
All three impacts, side by side
| Registration group | Savings | Life decisions | Wellbeing |
|---|---|---|---|
| 202691 respondents | |||
| 2024–25166 respondents | |||
| 2021–23184 respondents | |||
| 2020 or earlier / year not given131 respondents |
One group is mixed: “2020 or earlier / year not given” combines earlier registrants with respondents whose registration year was not given. It cannot identify the experience of a single year band.
Exact figures & how to read this comparison
Share of eligible respondents who answered this question.
| Registration cohort / response group | Reported impact | Base | Share |
|---|---|---|---|
| 2026 | 52 | 91 | 57.1% |
| 2024–25 | 126 | 166 | 75.9% |
| 2021–23 | 144 | 184 | 78.3% |
| 2020 or earlier / year not given | 75 | 131 | 57.3% |
These are self-selected survey respondents. Differences describe the responses received; they do not establish a statistical difference or prove that a cohort faces the greatest hardship overall. Each measure uses the respondents in that group who answered the question.
One indicator at a time. Every percentage keeps its own base.
05 / Staying in teaching
Staying in teaching
Among those considering leaving, applying outside teaching or already leaving, we asked whether secure, suitable work would make a difference.
For respondents who had considered leaving teaching, applied for work outside teaching or already left. The percentage below uses these 360 answers.
If secure, suitable work were available
would definitely or probably stay or return.
Base: 360 respondentsIf secure, suitable teaching work were available
Only among respondents who said they were considering leaving, applying for jobs outside teaching or leaving teaching.
This answer expresses an intention under a condition. It cannot tell us what would happen to national retention.
would likely stay or return
If offered a suitable permanent teaching post.
572 people responded to the survey in total.
Data table & how to read this
Asked only of respondents considering leaving, applying outside teaching or leaving teaching. “Definitely” and “probably” combined. This is a conditional intention, not a prediction.
Base: 360 respondentsIf secure, suitable teaching work were available
| Answer | Respondents | Share |
|---|---|---|
| Would definitely or probably stay or return | 334 | 92.8% |
| Other answers | 26 | 7.2% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 212 · Omitted numeric answers: 0
06 / Jobs guarantee
Views on the Teacher Jobs Guarantee
Respondents were asked about the Scottish Government’s proposed three-year Teacher Jobs Guarantee for newly qualified teachers, including the place of teachers who qualified in previous years and the protection of existing jobs.
The proposal respondents were asked about
The proposal focuses on newly qualified teachers
Respondents were asked about a proposed Teacher Jobs Guarantee of at least three years for newly qualified teachers, including whether teachers who qualified in previous years should be included and whether existing opportunities would be protected.
Scottish Government announcement · 2 September 2026A priority respondents selected
90%Previously qualified teachers should not be overlooked.
512 of 572 respondents selected this priority. Up to three priorities could be chosen.
Base: 572 respondentsAt the time of response
How respondents viewed the proposal
Base: 572 respondentsAt the time of response
Data table & how to read this
Support includes distinct conditions. Need more information, unsure and other are combined to protect small answer counts.
Base: 572 respondentsAt the time of response
| Answer | Respondents | Share |
|---|---|---|
| Support specifically for newly qualified teachers | 14 | 2.4% |
| Support, but include previously qualified teachers | 179 | 31.3% |
| Support based on employment circumstances | 48 | 8.4% |
| Support only if existing opportunities are protected | 154 | 26.9% |
| Do not support | 143 | 25.0% |
| Need more information / unsure / other | 34 | 5.9% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
Priorities and concerns about the proposal
Teachers who qualified in previous years but remain without secure employment should not be overlooked
90%The guarantee must not reduce permanent, temporary or supply opportunities for existing teachers
69%There should be a clear route to permanent employment at the end of the guarantee
29%Councils should receive sufficient additional funding so existing teaching posts are not displaced
23%Selected priorities · Up to three choices per respondent. Base: 572 respondents.At the time of response.
Written answers
What respondents said about the proposal
Using these findings
Explore the evidence, share a finding, or find out how to support the campaign for secure teaching work.
Your comments
Comments on these findings
Tell us what you think of the results, or how they compare with your own experience. Every comment is read before it is published.
Every question
Explore all the question tables
See the answers to each question, compare groups of respondents and download the figures.
Method
How to read these findings
An open-link, self-selected survey. Findings describe respondents, not all Scottish teachers. Current-period answers cover schools returning in each respondent’s main council in August 2026 through their completion date. Numerical responses may be estimates. Earlier school years are recalled separately.
Responses are retained as submitted. Similar wording is not treated as evidence of duplication. Test and explicitly excluded records are outside this publication.
Question bases follow the questionnaire’s branching. Missing, unknown and inapplicable answers are distinct from zero. Current-period answers end on each person’s response date; recalled experiences since August 2024 are labelled separately.
For Q7, a total above the number of weekdays from 1 August 2026 to the respondent’s UK submission date is omitted from numeric summaries. The same bound applies separately to Q11. This intentionally generous bound includes holidays. Other answers from that person are retained.
Percentages require a base of at least 20. Bases below 50 are marked small. Non-zero counts below five and their complements are protected. Unsafe distributions are withheld in full; if any subgroup is unsafe, the entire comparison for that dimension is withheld. Smaller groups are combined before comparison. A small remainder containing only non-year or missing registration answers is combined with the 2020-or-earlier cohort and labelled explicitly. Downloads use exactly the same protected data.
Compare one dimension at a time. Supply council groups overlap: a teacher may seek work in several councils. Search council, supply council and qualifying-service council describe different things. Council comparisons are not performance rankings.
The council map shows exact participation totals for every main search council, including small counts and zero. These totals describe survey reach only. Responses naming several councils equally or Other are not allocated to an individual council. Public outcome breakdowns and council comparisons use publication disclosure rules.
Subject-registration profiles show exact counts, including small counts and zero, using the number of eligible respondents who answered the subject question. Multiple subject selections overlap; these counts cannot be added to count people.
Quotes selected for publication require explicit permission and a completed editorial review. They illustrate individual experiences; they are not a measure of how common a view is. Reports of local service rules are respondents’ accounts, not independently verified council policy.
All published question tables
Current teaching employment
Data table & how to read this
Permanent and temporary categories combine full-time and part-time responses, including those wanting more hours.
Base: 572 respondentsAt the time of response
| Answer | Respondents | Share |
|---|---|---|
| Permanent | 73 | 12.8% |
| Temporary | 198 | 34.6% |
| Supply work | 171 | 29.9% |
| No post / no supply work | 104 | 18.2% |
| Other situations | 26 | 4.5% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
No paid teaching work
Data table & how to read this
Among respondents seeking and available for paid teaching work who answered Q8. Those not seeking or not available are outside this question’s base.
Base: 484 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| No paid teaching work | 71 | 14.7% |
| Other answers | 413 | 85.3% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 88 · Omitted numeric answers: 0
Opportunities gone before they could respond
Data table & how to read this
Share of eligible respondents who answered this question.
Base: 176 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| Opportunities gone before they could respond | 131 | 74.4% |
| Other answers | 45 | 25.6% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 396 · Omitted numeric answers: 0
Used savings to get by
Data table & how to read this
Share of eligible respondents who answered this question.
Base: 572 respondentsSince August 2024
| Answer | Respondents | Share |
|---|---|---|
| Used savings to get by | 368 | 64.3% |
| Other answers | 204 | 35.7% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
Delayed major personal or family decisions
Data table & how to read this
Share of eligible respondents who answered this question.
Base: 572 respondentsSince August 2024
| Answer | Respondents | Share |
|---|---|---|
| Delayed major personal or family decisions | 311 | 54.4% |
| Other answers | 261 | 45.6% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
Negative effects on mental health or wellbeing
Data table & how to read this
Share of eligible respondents who answered this question.
Base: 572 respondentsSince August 2024
| Answer | Respondents | Share |
|---|---|---|
| Negative effects on mental health or wellbeing | 397 | 69.4% |
| Other answers | 175 | 30.6% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
Would definitely or probably stay or return
Data table & how to read this
Asked only of respondents considering leaving, applying outside teaching or leaving teaching. “Definitely” and “probably” combined. This is a conditional intention, not a prediction.
Base: 360 respondentsIf secure, suitable teaching work were available
| Answer | Respondents | Share |
|---|---|---|
| Would definitely or probably stay or return | 334 | 92.8% |
| Other answers | 26 | 7.2% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 212 · Omitted numeric answers: 0
Applications, interviews and offers
Data table & how to read this
Totals from respondents with all six numeric answers. Events may concern different recruitment rounds; these are not conversion rates.
Base: 538 respondentsSince schools returned in August 2026, up to each response
| Measure | Value | Contributors |
|---|---|---|
| Permanent · applications submitted | 598 reported events | 538 |
| Permanent · interviews offered | 70 reported events | 538 |
| Permanent · job offers received | 7 reported events | 538 |
| Fixed-term / temporary · applications submitted | 1,100 reported events | 538 |
| Fixed-term / temporary · interviews offered | 166 reported events | 538 |
| Fixed-term / temporary · job offers received | 64 reported events | 538 |
Missing / other non-numeric: 34 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
Views on the Scottish Government’s proposed three-year Teacher Jobs Guarantee
Data table & how to read this
Support includes distinct conditions. Need more information, unsure and other are combined to protect small answer counts.
Base: 572 respondentsAt the time of response
| Answer | Respondents | Share |
|---|---|---|
| Support specifically for newly qualified teachers | 14 | 2.4% |
| Support, but include previously qualified teachers | 179 | 31.3% |
| Support based on employment circumstances | 48 | 8.4% |
| Support only if existing opportunities are protected | 154 | 26.9% |
| Do not support | 143 | 25.0% |
| Need more information / unsure / other | 34 | 5.9% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
Teachers who qualified in previous years but remain without secure employment should not be overlooked
Data table & how to read this
Share of eligible respondents who answered this question.
Base: 572 respondentsAt the time of response
| Answer | Respondents | Share |
|---|---|---|
| Teachers who qualified in previous years but remain without secure employment should not be overlooked | 512 | 89.5% |
| Other answers | 60 | 10.5% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
The guarantee must not reduce permanent, temporary or supply opportunities for existing teachers
Data table & how to read this
Share of eligible respondents who answered this question.
Base: 572 respondentsAt the time of response
| Answer | Respondents | Share |
|---|---|---|
| The guarantee must not reduce permanent, temporary or supply opportunities for existing teachers | 396 | 69.2% |
| Other answers | 176 | 30.8% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
There should be a clear route to permanent employment at the end of the guarantee
Data table & how to read this
Share of eligible respondents who answered this question.
Base: 572 respondentsAt the time of response
| Answer | Respondents | Share |
|---|---|---|
| There should be a clear route to permanent employment at the end of the guarantee | 167 | 29.2% |
| Other answers | 405 | 70.8% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
Councils should receive sufficient additional funding so existing teaching posts are not displaced
Data table & how to read this
Share of eligible respondents who answered this question.
Base: 572 respondentsAt the time of response
| Answer | Respondents | Share |
|---|---|---|
| Councils should receive sufficient additional funding so existing teaching posts are not displaced | 132 | 23.1% |
| Other answers | 440 | 76.9% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
1. Which best describes your current GTCS registration position?
Data table & how to read this
This distribution is withheld to protect small groups.At the time of response
2. Which sector have you mainly sought teaching work in?
Data table & how to read this
Base: 572 respondentsAt the time of response
| Answer | Respondents | Share |
|---|---|---|
| Primary | 466 | 81.5% |
| Secondary | 75 | 13.1% |
| ASN / special education | 14 | 2.4% |
| Early learning / nursery teaching role | 0 | 0.0% |
| More than one sector | 17 | 3.0% |
| Other | 0 | 0.0% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
Which subject or subjects are you registered to teach?
Data table & how to read this
Exact subject-registration profile counts among respondents mainly seeking secondary teaching work who answered this question. People may select multiple subjects; subject counts cannot be added to count people, and percentages can exceed 100% in total. This profile does not show sensitive outcomes by subject.
Base: 75 respondentsAt the time of response
| Answer | Respondents | Share |
|---|---|---|
| Art and Design | 4 | 5.3% |
| Biology with Science | 9 | 12.0% |
| Business Education | 1 | 1.3% |
| Chemistry with Science | 1 | 1.3% |
| Classics | 0 | 0.0% |
| Computing Science | 0 | 0.0% |
| Dance | 0 | 0.0% |
| Drama | 2 | 2.7% |
| Economics | 0 | 0.0% |
| English | 12 | 16.0% |
| French | 1 | 1.3% |
| Gaelic | 0 | 0.0% |
| Geography | 3 | 4.0% |
| Geology | 0 | 0.0% |
| German | 2 | 2.7% |
| History | 19 | 25.3% |
| Home Economics | 1 | 1.3% |
| Italian | 0 | 0.0% |
| Mandarin | 1 | 1.3% |
| Mathematics | 1 | 1.3% |
| Media Studies | 2 | 2.7% |
| Modern Studies | 18 | 24.0% |
| Music | 2 | 2.7% |
| Philosophy | 0 | 0.0% |
| Physics with Science | 3 | 4.0% |
| Physical Education | 6 | 8.0% |
| Psychology | 1 | 1.3% |
| Religious Education | 2 | 2.7% |
| Sociology | 2 | 2.7% |
| Spanish | 2 | 2.7% |
| Teaching English to Speakers of Other Languages | 0 | 0.0% |
| Technological Education | 1 | 1.3% |
| Other | 2 | 2.7% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 497 · Omitted numeric answers: 0
3. In what year did you complete your probationary period or otherwise achieve full registration?
Data table & how to read this
Year of full registration, grouped for publication. Non-year answers are kept separate.
Base: 572 respondentsAt the time of response
| Answer | Respondents | Share |
|---|---|---|
| 2026 | 91 | 15.9% |
| 2024–25 | 166 | 29.0% |
| 2021–23 | 184 | 32.2% |
| 2020 or earlier | 118 | 20.6% |
| Non-year answers | 13 | 2.3% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
4. In which council area have you mainly sought teaching work since schools returned in August 2026?
Data table & how to read this
This distribution is withheld to protect small groups.At the time of response
5. Which best describes your situation since schools returned in August 2026?
Data table & how to read this
Base: 572 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| I wanted paid teaching work or additional paid teaching hours and was available throughout the period | 412 | 72.0% |
| I wanted paid teaching work or additional paid teaching hours and was available during most of the period | 33 | 5.8% |
| I wanted paid teaching work or additional paid teaching hours and was available during part of the period | 39 | 6.8% |
| I wanted paid teaching work or additional paid teaching hours but was not available during this period | 22 | 3.8% |
| I was not seeking paid teaching work or additional teaching hours | 47 | 8.2% |
| Unsure | 13 | 2.3% |
| Prefer not to say | 6 | 1.0% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
6. What types of teaching work have you sought since schools returned?
Data table & how to read this
Select all that apply. Multiple selections allowed; percentages need not add to 100%.
Base: 506 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| Permanent full-time | 261 | 51.6% |
| Permanent part-time | 198 | 39.1% |
| Fixed-term / temporary full-time | 284 | 56.1% |
| Fixed-term / temporary part-time | 217 | 42.9% |
| Longer-term supply / temporary cover | 256 | 50.6% |
| Day-to-day / short-term supply | 265 | 52.4% |
| Additional hours alongside an existing teaching post | 41 | 8.1% |
| Other | 6 | 1.2% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 66 · Omitted numeric answers: 0
7. Approximately how many paid school days have you worked under each of the following arrangements since schools returned? · Permanent teaching contract: days
Data table & how to read this
Please enter your best estimate. Enter 0 where you have had no work of that type. Numeric answers only. Unknown and missing answers are not zero. Impossible day totals are omitted from this question only. The same omitted responses apply across these Q7 rows; do not add omission counts across rows.
Base: 515 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| Zero | 452 | 87.8% |
| More than zero | 63 | 12.2% |
| Measure | Value | Contributors |
|---|---|---|
| Mean | 2.5 per respondent | 515 |
| Median | 0 per respondent | 515 |
Missing / other non-numeric: 0 · Cannot recall / estimate: 35 · Not applicable: 0 · Omitted numeric answers: 22
7. Approximately how many paid school days have you worked under each of the following arrangements since schools returned? · Fixed-term / temporary teaching contract: days
Data table & how to read this
Please enter your best estimate. Enter 0 where you have had no work of that type. Numeric answers only. Unknown and missing answers are not zero. Impossible day totals are omitted from this question only. The same omitted responses apply across these Q7 rows; do not add omission counts across rows.
Base: 515 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| Zero | 330 | 64.1% |
| More than zero | 185 | 35.9% |
| Measure | Value | Contributors |
|---|---|---|
| Mean | 8.1 per respondent | 515 |
| Median | 0 per respondent | 515 |
Missing / other non-numeric: 0 · Cannot recall / estimate: 35 · Not applicable: 0 · Omitted numeric answers: 22
7. Approximately how many paid school days have you worked under each of the following arrangements since schools returned? · Supply teaching: days
Data table & how to read this
Please enter your best estimate. Enter 0 where you have had no work of that type. Numeric answers only. Unknown and missing answers are not zero. Impossible day totals are omitted from this question only. The same omitted responses apply across these Q7 rows; do not add omission counts across rows.
Base: 515 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| Zero | 267 | 51.8% |
| More than zero | 248 | 48.2% |
| Measure | Value | Contributors |
|---|---|---|
| Mean | 5.7 per respondent | 515 |
| Median | 0 per respondent | 515 |
Missing / other non-numeric: 0 · Cannot recall / estimate: 35 · Not applicable: 0 · Omitted numeric answers: 22
7. Approximately how many paid school days have you worked under each of the following arrangements since schools returned? · Other paid teaching work: days
Data table & how to read this
Please enter your best estimate. Enter 0 where you have had no work of that type. Numeric answers only. Unknown and missing answers are not zero. Impossible day totals are omitted from this question only. The same omitted responses apply across these Q7 rows; do not add omission counts across rows.
Base: 515 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| Zero | 509 | 98.8% |
| More than zero | 6 | 1.2% |
| Measure | Value | Contributors |
|---|---|---|
| Mean | 0.1 per respondent | 515 |
| Median | 0 per respondent | 515 |
Missing / other non-numeric: 0 · Cannot recall / estimate: 35 · Not applicable: 0 · Omitted numeric answers: 22
8. What is the longest continuous period since schools returned when you wanted and were available for teaching work but received no paid teaching work?
Data table & how to read this
Base: 484 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| I have not had a period without teaching work | 198 | 40.9% |
| Less than one school week | 40 | 8.3% |
| 1–2 school weeks | 77 | 15.9% |
| 3–4 school weeks | 44 | 9.1% |
| More than four school weeks | 49 | 10.1% |
| I have received no paid teaching work at all since schools returned | 71 | 14.7% |
| Cannot recall | 5 | 1.0% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 88 · Omitted numeric answers: 0
9. Since schools returned, have you tried to obtain supply teaching work?
Data table & how to read this
This includes trying to join a council supply list as well as trying to obtain bookings once approved.
Base: 572 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| Yes | 361 | 63.1% |
| No | 211 | 36.9% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
10. In which council areas have you tried to obtain supply teaching work, and what is your current position in each?
Data table & how to read this
Select the councils you tried. You will then be asked about your position in each. Multiple selections allowed; percentages need not add to 100%.
Base: 361 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| Aberdeen City | 14 | 3.9% |
| Aberdeenshire | 21 | 5.8% |
| Angus | 6 | 1.7% |
| Argyll and Bute | 6 | 1.7% |
| City of Edinburgh | 33 | 9.1% |
| Clackmannanshire | 9 | 2.5% |
| Dumfries and Galloway | 10 | 2.8% |
| Dundee City | 8 | 2.2% |
| East Ayrshire | 20 | 5.5% |
| East Dunbartonshire | 19 | 5.3% |
| East Lothian | 12 | 3.3% |
| East Renfrewshire | 24 | 6.6% |
| Falkirk | 15 | 4.2% |
| Fife | 11 | 3.0% |
| Glasgow City | 60 | 16.6% |
| Highland | 11 | 3.0% |
| Inverclyde | 14 | 3.9% |
| Midlothian | 8 | 2.2% |
| Moray | 5 | 1.4% |
| Na h-Eileanan Siar | 0 | 0.0% |
| North Ayrshire | 18 | 5.0% |
| North Lanarkshire | 41 | 11.4% |
| Orkney Islands | 0 | 0.0% |
| Perth and Kinross | 9 | 2.5% |
| Renfrewshire | 41 | 11.4% |
| Scottish Borders | 7 | 1.9% |
| Shetland Islands | 0 | 0.0% |
| South Ayrshire | 25 | 6.9% |
| South Lanarkshire | 38 | 10.5% |
| Stirling | 23 | 6.4% |
| West Dunbartonshire | 28 | 7.8% |
| West Lothian | 28 | 7.8% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 211 · Omitted numeric answers: 0
Your current position in each selected council · Aberdeen City
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Aberdeenshire
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Angus
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Argyll and Bute
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · City of Edinburgh
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Clackmannanshire
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Dumfries and Galloway
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Dundee City
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · East Ayrshire
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · East Dunbartonshire
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · East Lothian
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · East Renfrewshire
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Falkirk
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Fife
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Glasgow City
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Highland
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Inverclyde
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Midlothian
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Moray
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Na h-Eileanan Siar
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · North Ayrshire
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · North Lanarkshire
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Orkney Islands
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Perth and Kinross
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Renfrewshire
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Scottish Borders
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Shetland Islands
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · South Ayrshire
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · South Lanarkshire
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · Stirling
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · West Dunbartonshire
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
Your current position in each selected council · West Lothian
Data table & how to read this
For each council selected, choose the option which best describes your current position:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
11. Since schools returned, approximately how many school days were you available and actively seeking supply teaching work but received no supply booking?
Data table & how to read this
Please do not include days when you were already working, had told the council you were unavailable, were unable to work, or were not seeking a supply booking. Numeric answers only. Unknown and missing answers are not zero. Impossible day totals are omitted from this question only.
Base: 306 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| Zero | 52 | 17.0% |
| More than zero | 254 | 83.0% |
| Measure | Value | Contributors |
|---|---|---|
| Mean | 15 per respondent | 306 |
| Median | 15 per respondent | 306 |
Missing / other non-numeric: 0 · Cannot recall / estimate: 48 · Not applicable: 211 · Omitted numeric answers: 7
12. Since schools returned, have you declined or been unable to accept any supply work that was offered to you?
Data table & how to read this
Base: 361 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| No — I have not declined any supply work offered to me | 222 | 61.5% |
| Yes | 76 | 21.1% |
| I have not been offered any supply work | 58 | 16.1% |
| Cannot recall | 5 | 1.4% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 211 · Omitted numeric answers: 0
Why were you unable to accept or chose not to accept some supply work?
Data table & how to read this
Select all that apply. Multiple selections allowed; percentages need not add to 100%.
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
13. Is supply teaching the working arrangement you currently want?
Data table & how to read this
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
14. Since schools returned, have you used Teacher Booker to try to obtain supply teaching work?
Data table & how to read this
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
15a. How often have you found that an opportunity was no longer available by the time you were able to respond?
Data table & how to read this
Thinking about your experience of trying to obtain work through Teacher Booker since schools returned:
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
15b. Overall, what effect has Teacher Booker had on your ability to obtain supply teaching work?
Data table & how to read this
Thinking about your experience of trying to obtain work through Teacher Booker since schools returned:
Base: 176 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| Made it much easier | 11 | 6.3% |
| Made it somewhat easier | 25 | 14.2% |
| Made no noticeable difference | 44 | 25.0% |
| Made it somewhat harder | 27 | 15.3% |
| Made it much harder | 32 | 18.2% |
| I do not have enough experience to compare | 37 | 21.0% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 396 · Omitted numeric answers: 0
15c. Which of the following have you experienced?
Data table & how to read this
Select all that apply. Multiple selections allowed; percentages need not add to 100%.
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
16. Which best describes your current teaching employment position?
Data table & how to read this
Base: 572 respondentsAt the time of response
| Answer | Respondents | Share |
|---|---|---|
| Permanent full-time post | 37 | 6.5% |
| Permanent part-time post with the hours I want | 9 | 1.6% |
| Permanent part-time post but I want more hours | 27 | 4.7% |
| Fixed-term / temporary full-time post | 131 | 22.9% |
| Fixed-term / temporary part-time post with the hours I want | 20 | 3.5% |
| Fixed-term / temporary part-time post but I want more hours | 47 | 8.2% |
| Supply teaching and receiving some work | 171 | 29.9% |
| Approved for supply but currently receiving no work | 73 | 12.8% |
| Trying to obtain access to supply teaching | 7 | 1.2% |
| No teaching post and no supply work | 24 | 4.2% |
| No longer seeking teaching work | 13 | 2.3% |
| Other | 13 | 2.3% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
17. Are you currently doing paid work outside teaching?
Data table & how to read this
Base: 572 respondentsAt the time of response
| Answer | Respondents | Share |
|---|---|---|
| Yes, full-time | 29 | 5.1% |
| Yes, part-time | 63 | 11.0% |
| Yes, occasional / casual work | 79 | 13.8% |
| No | 393 | 68.7% |
| Prefer not to say | 8 | 1.4% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
17a. What job or type of work are you currently doing outside teaching?
Data table & how to read this
Written answers are represented only by separately reviewed, consented anonymous excerpts. Individual answers are not released.
This distribution is withheld to protect small groups.At the time of response
17b. Which best describes why you are currently doing paid work outside teaching?
Data table & how to read this
This distribution is withheld to protect small groups.At the time of response
18. Since schools returned in August 2026, have you claimed Universal Credit while seeking teaching work or additional teaching hours?
Data table & how to read this
This distribution is withheld to protect small groups.At the time of response
19. Since schools returned in August 2026, to the best of your knowledge, how many suitable teaching posts have you seen advertised in the main council area and sector in which you have been looking? · Permanent
Data table & how to read this
A suitable post means one you could reasonably have applied for based on your registration, sector and, where relevant, subject.
Base: 572 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| None | 291 | 50.9% |
| One | 79 | 13.8% |
| 2–5 | 86 | 15.0% |
| 6–10 | 17 | 3.0% |
| More than 10 | 15 | 2.6% |
| I have not been looking for this type of post | 38 | 6.6% |
| I don't know / cannot recall | 46 | 8.0% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
19. Since schools returned in August 2026, to the best of your knowledge, how many suitable teaching posts have you seen advertised in the main council area and sector in which you have been looking? · Fixed-term / temporary
Data table & how to read this
A suitable post means one you could reasonably have applied for based on your registration, sector and, where relevant, subject.
Base: 572 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| None | 158 | 27.6% |
| One | 67 | 11.7% |
| 2–5 | 160 | 28.0% |
| 6–10 | 37 | 6.5% |
| More than 10 | 31 | 5.4% |
| I have not been looking for this type of post | 63 | 11.0% |
| I don't know / cannot recall | 56 | 9.8% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
20. Since schools returned, approximately how many of the following have you personally had? · Permanent · applications submitted
Data table & how to read this
Numeric answers only. Unknown and missing answers are not zero.
Base: 538 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| Zero | 387 | 71.9% |
| More than zero | 151 | 28.1% |
| Measure | Value | Contributors |
|---|---|---|
| Mean | 1.1 per respondent | 538 |
| Median | 0 per respondent | 538 |
Missing / other non-numeric: 0 · Cannot recall / estimate: 34 · Not applicable: 0 · Omitted numeric answers: 0
20. Since schools returned, approximately how many of the following have you personally had? · Permanent · interviews offered
Data table & how to read this
Numeric answers only. Unknown and missing answers are not zero.
Base: 538 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| Zero | 482 | 89.6% |
| More than zero | 56 | 10.4% |
| Measure | Value | Contributors |
|---|---|---|
| Mean | 0.1 per respondent | 538 |
| Median | 0 per respondent | 538 |
Missing / other non-numeric: 0 · Cannot recall / estimate: 34 · Not applicable: 0 · Omitted numeric answers: 0
20. Since schools returned, approximately how many of the following have you personally had? · Permanent · job offers received
Data table & how to read this
Numeric answers only. Unknown and missing answers are not zero.
Base: 538 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| Zero | 531 | 98.7% |
| More than zero | 7 | 1.3% |
| Measure | Value | Contributors |
|---|---|---|
| Mean | 0 per respondent | 538 |
| Median | 0 per respondent | 538 |
Missing / other non-numeric: 0 · Cannot recall / estimate: 34 · Not applicable: 0 · Omitted numeric answers: 0
20. Since schools returned, approximately how many of the following have you personally had? · Fixed-term / temporary · applications submitted
Data table & how to read this
Numeric answers only. Unknown and missing answers are not zero.
Base: 538 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| Zero | 353 | 65.6% |
| More than zero | 185 | 34.4% |
| Measure | Value | Contributors |
|---|---|---|
| Mean | 2 per respondent | 538 |
| Median | 0 per respondent | 538 |
Missing / other non-numeric: 0 · Cannot recall / estimate: 34 · Not applicable: 0 · Omitted numeric answers: 0
20. Since schools returned, approximately how many of the following have you personally had? · Fixed-term / temporary · interviews offered
Data table & how to read this
Numeric answers only. Unknown and missing answers are not zero.
Base: 538 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| Zero | 441 | 82.0% |
| More than zero | 97 | 18.0% |
| Measure | Value | Contributors |
|---|---|---|
| Mean | 0.3 per respondent | 538 |
| Median | 0 per respondent | 538 |
Missing / other non-numeric: 0 · Cannot recall / estimate: 34 · Not applicable: 0 · Omitted numeric answers: 0
20. Since schools returned, approximately how many of the following have you personally had? · Fixed-term / temporary · job offers received
Data table & how to read this
Numeric answers only. Unknown and missing answers are not zero.
Base: 538 respondentsSince schools returned in August 2026, up to each response
| Answer | Respondents | Share |
|---|---|---|
| Zero | 493 | 91.6% |
| More than zero | 45 | 8.4% |
| Measure | Value | Contributors |
|---|---|---|
| Mean | 0.1 per respondent | 538 |
| Median | 0 per respondent | 538 |
Missing / other non-numeric: 0 · Cannot recall / estimate: 34 · Not applicable: 0 · Omitted numeric answers: 0
21. Which best describes your main teaching employment situation during each of the previous two school years? · 2024/25
Data table & how to read this
Historical employment is grouped consistently to protect small answer categories. “Seeking work: no teaching / working outside teaching” combines “No teaching work despite seeking it” and “Working outside teaching while still seeking teaching work”. The final group combines “I was not seeking teaching work”, “Not yet qualified / not applicable” and “Other”. Each respondent belongs to one group per school year.
Base: 572 respondentsSchool years 2024/25 and 2025/26
| Answer | Respondents | Share |
|---|---|---|
| Permanent teaching post | 33 | 5.8% |
| Mainly fixed-term / temporary teaching | 173 | 30.2% |
| Mainly supply teaching | 104 | 18.2% |
| Combination of temporary and supply work | 72 | 12.6% |
| Seeking work: no teaching / working outside teaching | 24 | 4.2% |
| Not seeking / not yet qualified, not applicable or other | 166 | 29.0% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
21. Which best describes your main teaching employment situation during each of the previous two school years? · 2025/26
Data table & how to read this
Historical employment is grouped consistently to protect small answer categories. “Seeking work: no teaching / working outside teaching” combines “No teaching work despite seeking it” and “Working outside teaching while still seeking teaching work”. The final group combines “I was not seeking teaching work”, “Not yet qualified / not applicable” and “Other”. Each respondent belongs to one group per school year.
Base: 572 respondentsSchool years 2024/25 and 2025/26
| Answer | Respondents | Share |
|---|---|---|
| Permanent teaching post | 43 | 7.5% |
| Mainly fixed-term / temporary teaching | 201 | 35.1% |
| Mainly supply teaching | 136 | 23.8% |
| Combination of temporary and supply work | 75 | 13.1% |
| Seeking work: no teaching / working outside teaching | 25 | 4.4% |
| Not seeking / not yet qualified, not applicable or other | 92 | 16.1% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
22. Since completing probation, what is the longest continuous period during which you wanted a permanent teaching post but did not have one?
Data table & how to read this
Base: 572 respondentsSince completing probation
| Answer | Respondents | Share |
|---|---|---|
| I obtained the permanent employment I wanted immediately | 15 | 2.6% |
| Less than 6 months | 58 | 10.1% |
| 6–12 months | 49 | 8.6% |
| More than 1 year but less than 2 years | 72 | 12.6% |
| 2–3 years | 101 | 17.7% |
| 3–5 years | 118 | 20.6% |
| More than 5 years | 69 | 12.1% |
| I have never sought a permanent teaching post | 30 | 5.2% |
| Not applicable | 55 | 9.6% |
| Prefer not to say | 5 | 0.9% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
23. Since completing probation, approximately how many separate fixed-term / temporary teaching contracts have you held?
Data table & how to read this
This distribution is withheld to protect small groups.Since completing probation
24a. Which council is this?
Data table & how to read this
Thinking about the council where you have built up the most fixed-term / temporary teaching service:
This distribution is withheld to protect small groups.Knowledge at the time of response
24b. To the best of your knowledge, what period of qualifying service is required before a temporary teacher may become eligible or considered for permanent status?
Data table & how to read this
This distribution is withheld to protect small groups.Knowledge at the time of response
If you know the exact qualifying period or calculation:
Data table & how to read this
Written answers are represented only by separately reviewed, consented anonymous excerpts. Individual answers are not released.
This distribution is withheld to protect small groups.Knowledge at the time of response
25. How many times, if ever, has a fixed-term / temporary teaching post with this council ended and you were then employed again by the same council after a gap?
Data table & how to read this
Base: 466 respondentsPast experience in the council described
| Answer | Respondents | Share |
|---|---|---|
| Never | 157 | 33.7% |
| Once | 109 | 23.4% |
| Twice | 44 | 9.4% |
| Three times | 42 | 9.0% |
| Four or more times | 62 | 13.3% |
| Cannot recall | 52 | 11.2% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 106 · Omitted numeric answers: 0
26a. Approximately how much teaching service did you understand had counted towards permanency immediately before that break?
Data table & how to read this
Thinking about the break that happened when you were closest to meeting the qualifying period for permanency:
Base: 257 respondentsPast experience in the council described
| Answer | Respondents | Share |
|---|---|---|
| Less than 6 months | 23 | 8.9% |
| 6–11 months | 36 | 14.0% |
| 12–17 months | 19 | 7.4% |
| 18–23 months | 46 | 17.9% |
| 24–35 months | 25 | 9.7% |
| 3 years or more | 12 | 4.7% |
| I believed I had already met the qualifying period | 16 | 6.2% |
| I did not know how much of my service counted | 60 | 23.3% |
| Cannot recall | 20 | 7.8% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 315 · Omitted numeric answers: 0
26b. To the best of your knowledge, what effect did the break have on your qualifying service?
Data table & how to read this
Thinking about the break that happened when you were closest to meeting the qualifying period for permanency:
Base: 257 respondentsPast experience in the council described
| Answer | Respondents | Share |
|---|---|---|
| My qualifying service was reset and I had to begin building it again | 132 | 51.4% |
| Some previous service continued to count, but the break delayed my eligibility | 10 | 3.9% |
| My previous qualifying service continued to count and the break did not affect my eligibility | 10 | 3.9% |
| I believe the break prevented me from becoming eligible for permanency | 21 | 8.2% |
| I believed I had already met the qualifying period but was not transferred to permanent status | 9 | 3.5% |
| I was not told what effect the break had | 28 | 10.9% |
| I do not know | 39 | 15.2% |
| Other | 8 | 3.1% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 315 · Omitted numeric answers: 0
27. Have you ever had a fixed-term / temporary teaching contract end before the annual September teacher census and then subsequently been employed again by the same council after the census?
Data table & how to read this
This distribution is withheld to protect small groups.Past experience in the council described
28. At any point since August 2024, has difficulty obtaining the amount, type or security of teaching work you wanted contributed to any of the following?
Data table & how to read this
Select all that apply. Multiple selections allowed; percentages need not add to 100%.
Base: 572 respondentsSince August 2024
| Answer | Respondents | Share |
|---|---|---|
| Taking paid work outside teaching | 186 | 32.5% |
| Taking a second or additional job | 138 | 24.1% |
| Using savings to cover ordinary living costs | 368 | 64.3% |
| Using credit, loans or borrowing money to cover ordinary living costs | 214 | 37.4% |
| Difficulty paying rent, mortgage, bills or other essential costs | 207 | 36.2% |
| Relying on financial help from family or friends | 275 | 48.1% |
| Delaying plans to buy or rent a home | 265 | 46.3% |
| Delaying major personal or family decisions | 311 | 54.4% |
| Travelling substantially further for teaching work than I wanted | 136 | 23.8% |
| Considering relocating elsewhere in Scotland for work | 137 | 24.0% |
| Considering leaving Scotland to teach elsewhere | 194 | 33.9% |
| Considering leaving teaching altogether | 335 | 58.6% |
| Actively applying for jobs outside teaching | 188 | 32.9% |
| Leaving teaching temporarily or permanently | 102 | 17.8% |
| A negative effect on my mental health or wellbeing | 397 | 69.4% |
| None of these | 40 | 7.0% |
| Prefer not to say | 7 | 1.2% |
| Other | 12 | 2.1% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
29. If you were offered a suitable permanent teaching post, how likely would you be to remain in or return to teaching in Scotland?
Data table & how to read this
If you have considered leaving teaching, applied for work outside teaching or already left teaching:
This distribution is withheld to protect small groups.At the time of response
30. Which statement comes closest to your view?
Data table & how to read this
Base: 572 respondentsAt the time of response
| Answer | Respondents | Share |
|---|---|---|
| I support a three-year employment guarantee specifically for newly qualified teachers | 14 | 2.4% |
| I support the principle, but teachers who qualified previously and are still unable to obtain secure employment should also be included | 179 | 31.3% |
| I support the principle, but eligibility should be based on a teacher's employment circumstances rather than how recently they qualified | 48 | 8.4% |
| I would support the guarantee only if it does not reduce employment opportunities for teachers who are already qualified | 154 | 26.9% |
| I do not support the proposed guarantee | 143 | 25.0% |
| I need more information before deciding | 29 | 5.1% |
| Unsure | 5 | 0.9% |
| Other | 0 | 0.0% |
Missing / other non-numeric: 0 · Cannot recall / estimate: 0 · Not applicable: 0 · Omitted numeric answers: 0
31. Which issues do you think are most important when designing a three-year Teacher Jobs Guarantee?
Data table & how to read this
Select up to three. Multiple selections allowed; percentages need not add to 100%.
This distribution is withheld to protect small groups.At the time of response
32. Is there anything else about finding teaching work, supply teaching, temporary contracts, permanency or job security in Scotland that you think people making decisions about teacher employment need to know?
Data table & how to read this
Written answers are represented only by separately reviewed, consented anonymous excerpts. Individual answers are not released.
This distribution is withheld to protect small groups.Since schools returned in August 2026, up to each response
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