Findings 4: Obstacles to CPD

Time and money were commonly cited as barriers to wider take-up of CPD. Around a third saw additional work as a barrier, particularly to pursuing CPD off-site, and the same proportion mentioned lack of funds. Some felt that it was easier to get the money for training related to government initiatives than for other kinds of CPD. The money needed for supply cover, on top of the cost of the courses, made it hard for some schools to afford external CPD, echoing the findings in an earlier study on science teachers' professional development by King's College London, highlighting how:
"Almost half of the primary and secondary headteachers were concerned about the availability of supply cover of sufficient quality."

But it also concluded that:
"...school management issues are vitally important considerations. In particular, managers have a responsibility for the creation and maintenance of a pro-CPD culture in a school. Management should have the capability to sustain and nurture the subject-related expertise of its teaching staff effectively within the existing very real constraints on science teachers' CPD which the study has highlighted, namely the provision of time and funding, an appropriate reduction in workload and fatigue, and the necessary supply cover for teachers to attend external courses."

Dillon J et al. A study into the professional needs of science teachers in primary and secondary schools in England. London: King's College; 2000

Another common disincentive was a feeling of guilt because colleagues had to cover lessons, or because pupils might fall behind in the teacher's absence.

Teachers in secondary schools were more likely than their primary colleagues to see barriers to CPD. Not surprisingly, the perception of obstacles varied widely across the four attitudinal groups: Sceptics were more likely to cite extra work, Seekers lack of money.

Experience of poor-quality courses was also a barrier for some. A fifth of the sample felt that they were poorly served by CPD courses compared with their perception of provision in other professions.