A profession in crisis? Teachers' responses to England's high-stakes accountability reforms in secondary education

There has been a tendency to construct the teaching profession through narrative of ‘crisis’ which places particular emphasis on high rates attrition and poor wellbeing driven by demanding work culture. Drawing qualitative data from mixed-methods study, this paper examines teachers' responses reforms English secondary education. It presents evidence that supports ‘profession in crisis’ with many research participants expressing negative attitudes towards concerns about staying teaching. However, also illuminates counter-narrative highlights job satisfaction their desire remain profession.