Teacher agency in continuing professional development: addressing barriers to sustainable models of educational improvement in further education and skills

Purpose – This study explores how Further Education (FE) institutions can support sustainable educational improvement by focusing on teacher agency in continuing professional development (CPD). It critiques compliance-driven practices such as top-down, prescriptive CPD events and graded lesson observations, and presents alternative models that encourage teachers to take ownership of their learning.

Methodology – The paper draws on a doctoral research project using a medium-scale, multi-method practitioner-research design. Data was collected through surveys, semi-structured interviews, and critical incidents, examining the experiences of FE leaders and practitioners in a medium-sized college. It investigates how compliance measures and a culture of performativity create barriers to lasting educational improvement.

Findings – The study finds that current CPD approaches are often instrumental, mandatory, and limited to one-off events, driven by a performative culture that prioritises measurable outcomes over meaningful practice. In contrast, teacher-led and collaborative models support more democratic, creative, and agentic professional development, which better meets practitioners’ needs and fosters more sustainable change.

Originality –With a focus on teacher agency and the structural challenges that limit it, this research provides a critical and original perspective on CPD in the FE sector. It questions dominant audit and accountability frameworks and suggests alternative approaches to professional learning.

Practical Implications – The study offers practical examples and recommendations for FE leaders and policymakers seeking to shift CPD from compliance-focused models toward approaches that empower teachers and support long-term educational improvement.