Summary of key information for registration year 2023-2024
- Our Register has remained relatively stable, and this is the first year it has not grown for 10 years. The most common age grouping on our Register is 41-45 and most teachers on our Register self-declare as women.
- On 31 March 2024, the Register of Teachers in Scotland consisted of 81,806 individuals with 94,175 registrations. There are a greater number of registrations than registered individuals as some teachers are registered in more than one category of registration.
- Both the total number of registrants and the total number of registrations have been relatively stable over the 2023-2024 registration year. Although both the number of registrants and the number of registrations have reduced, this variation has been less than one percent with a decrease of 0.12% in number of registrants and decrease of 0.59% in number of registrations
- The register continues to be an international register. Within registration year 2023-24, 1,261 individuals who qualified outside Scotland applied to GTC Scotland to join the Register
- Three-fifths of the register is under 46 years old (60%), just over one fifth of registrants is between 46 and 55 years old (23%), and almost one fifth is over 55 years old (17%).
- The average (and median) ages of teachers registered in the category of primary education and/or secondary (subject) education, and broken down by sex, are very similar with almost all averages for registrants in these categories falling within the 41-45 age bracket.
- The average (and median) ages of teachers registered in the category of further education and additional support needs broken down by sex, show that these average ages are older than the averages for primary education and secondary (subject) education. The average ages for additional support needs fall within the 46-50 age bracket with the average ages for further education mostly falling within the 51-55 age bracket.
- 3,045 registrants transitioned from being provisionally registered to holding full registration (general) status.
- There was:
- a 0.40% increase in Fully registered registrants (Full (General) Registration)
- a 4.68% decrease in provisionally registered registrants
- an 8.80% decrease in fully registered (associate) registrants
- a 0.59% decrease in all registrations
- a 0.07% decrease in the number of primary education registrations
- an overall 1.25% decrease in secondary (subject) education registrations with increases/decreases varying across secondary (subject) education registration subjects
- a 0.14% decrease in ASN registrations
- a 2.96% increase in further education registrations
- a 0.08% decrease in full registrations (combined Full Registration (general) and Full registration (associate))
- a 4.74% decrease in provisional registrations
- a 2.64% expected decrease in the number of registrations held in legacy categories (historical registration categories that are valid but are no longer in active use). We believe numbers in these legacy categories will continue to reduce naturally over time.
- a 4.74% decrease in provisional registrations.
- a decrease of 8.80% in the number of registrants holding Professional Recognition with 3.3% of Registrants on the Register holding the Professional Recognition Award at 31 March 2024
- a decrease of 3.54% in the number of registrants holding the Standard for Headship with data at 31 March 2024 showing 3379 teachers holding the Standard for Headship
- The Equality Survey of Provisionally Registered Teachers results show:
- a snapshot of the register which is diverse across a number of equality characteristics, and one which is international.
- around a quarter of respondents have caring responsibilities. This proportion is significantly higher among registrants who are over 35, who come from a black or minority ethnic background, or who are on the Flexible Route.
- there is greater diversity in the Flexible Route cohort across equality characteristics, including age, gender, nationality, ethnicity, religion and caring responsibilities.
- the percentage of respondents who describe an ethnicity considered to be in the Minority Ethnic category is higher than the figure given in the Diversity in the Teaching Profession Annual Data Report.
- In general, respondents reported a largely positive experience as provisionally registered teachers, especially among those on the Teacher Induction Scheme. The reported experience of those on the Flexible Route seems less positive.
- 11.5% of respondents reported experiencing bullying, harassment, racism or other discrimination in their work as provisionally registered teacher. This figure is higher across a number of equality characteristics.
- The results of the survey of registrants leaving the Register (16 August 2022 to 31 March 2024) show:
- 58% of those who responded left the Register due to retirement (57% in 2021/22).
- The next largest group (24%) noted other reasons. The most common ‘other’ reason for leaving cited: problems with securing a post; lack of support; the effect of workload or unnecessary bureaucracy; pupil behaviour; violence; additional support needs and bullying from colleagues or leadership which had led to their choice.
- retirement is the most common reason for leaving the register for all those who were fully registered for 5 or more years. for respondents in the early career stage, the most common reason for leaving the Register was leaving the profession for other reasons with difficulties securing a post, lack of support and stress being cited.
- the second most common reason for leaving the Register for respondents in the early career phase was that they were leaving or had already left Scotland
- for provisionally registered respondents, 63% of these respondents said they were leaving the profession for ‘other’ reasons citing lack of support, difficulties securing a post, and stress. A further 21%of these respondents said they were leaving due to leaving or having left Scotland.
- Our Register has remained relatively stable, and this is the first year it has not grown for 10 years. The most common age grouping on our Register is 41-45 and most teachers on our Register self-declare as women.
- On 31 March 2024, the Register of Teachers in Scotland consisted of 81,806 individuals with 94,175 registrations. There are a greater number of registrations than registered individuals as some teachers are registered in more than one category of registration.
- Both the total number of registrants and the total number of registrations have been relatively stable over the 2023-2024 registration year. Although both the number of registrants and the number of registrations have reduced, this variation has been less than one percent with a decrease of 0.12% in number of registrants and decrease of 0.59% in number of registrations
- The register continues to be an international register. Within registration year 2023-24, 1,261 individuals who qualified outside Scotland applied to GTC Scotland to join the Register
- Three-fifths of the register is under 46 years old (60%), just over one fifth of registrants is between 46 and 55 years old (23%), and almost one fifth is over 55 years old (17%).
- The average (and median) ages of teachers registered in the category of primary education and/or secondary (subject) education, and broken down by sex, are very similar with almost all averages for registrants in these categories falling within the 41-45 age bracket.
- The average (and median) ages of teachers registered in the category of further education and additional support needs broken down by sex, show that these average ages are older than the averages for primary education and secondary (subject) education. The average ages for additional support needs fall within the 46-50 age bracket with the average ages for further education mostly falling within the 51-55 age bracket.
- 3,045 registrants transitioned from being provisionally registered to holding full registration (general) status.
- There was:
- a 0.40% increase in Fully registered registrants (Full (General) Registration)
- a 4.68% decrease in provisionally registered registrants
- an 8.80% decrease in fully registered (associate) registrants
- a 0.59% decrease in all registrations
- a 0.07% decrease in the number of primary education registrations
- an overall 1.25% decrease in secondary (subject) education registrations with increases/decreases varying across secondary (subject) education registration subjects
- a 0.14% decrease in ASN registrations
- a 2.96% increase in further education registrations
- a 0.08% decrease in full registrations (combined Full Registration (general) and Full registration (associate))
- a 4.74% decrease in provisional registrations
- a 2.64% expected decrease in the number of registrations held in legacy categories (historical registration categories that are valid but are no longer in active use). We believe numbers in these legacy categories will continue to reduce naturally over time.
- a 4.74% decrease in provisional registrations.
- a decrease of 8.80% in the number of registrants holding Professional Recognition with 3.3% of Registrants on the Register holding the Professional Recognition Award at 31 March 2024
- a decrease of 3.54% in the number of registrants holding the Standard for Headship with data at 31 March 2024 showing 3379 teachers holding the Standard for Headship
- The Equality Survey of Provisionally Registered Teachers results show:
- a snapshot of the register which is diverse across a number of equality characteristics, and one which is international.
- around a quarter of respondents have caring responsibilities. This proportion is significantly higher among registrants who are over 35, who come from a black or minority ethnic background, or who are on the Flexible Route.
- there is greater diversity in the Flexible Route cohort across equality characteristics, including age, gender, nationality, ethnicity, religion and caring responsibilities.
- the percentage of respondents who describe an ethnicity considered to be in the Minority Ethnic category is higher than the figure given in the Diversity in the Teaching Profession Annual Data Report.
- In general, respondents reported a largely positive experience as provisionally registered teachers, especially among those on the Teacher Induction Scheme. The reported experience of those on the Flexible Route seems less positive.
- 11.5% of respondents reported experiencing bullying, harassment, racism or other discrimination in their work as provisionally registered teacher. This figure is higher across a number of equality characteristics.
- The results of the survey of registrants leaving the Register (16 August 2022 to 31 March 2024) show:
- 58% of those who responded left the Register due to retirement (57% in 2021/22).
- The next largest group (24%) noted other reasons. The most common ‘other’ reason for leaving cited: problems with securing a post; lack of support; the effect of workload or unnecessary bureaucracy; pupil behaviour; violence; additional support needs and bullying from colleagues or leadership which had led to their choice.
- retirement is the most common reason for leaving the register for all those who were fully registered for 5 or more years. for respondents in the early career stage, the most common reason for leaving the Register was leaving the profession for other reasons with difficulties securing a post, lack of support and stress being cited.
- the second most common reason for leaving the Register for respondents in the early career phase was that they were leaving or had already left Scotland
- for provisionally registered respondents, 63% of these respondents said they were leaving the profession for ‘other’ reasons citing lack of support, difficulties securing a post, and stress. A further 21%of these respondents said they were leaving due to leaving or having left Scotland.
End of document
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