Introduction

The retention crisis among Modern Foreign Language (MFL) teachers in the UK has become an increasingly pressing issue, with many educators leaving the profession due to a combination of systemic challenges. Research from 2023 and 2024 highlights multiple interrelated factors driving this exodus, ranging from recruitment shortages and high workload demands to the broader impact of Brexit on language education. Additionally, a decline in student engagement, limited professional development opportunities, and disparities in school resources further exacerbate the issue. Crucially, teacher self-efficacy—or a teacher’s confidence in their ability to deliver effective instruction—has also emerged as a significant factor influencing retention. Understanding these challenges in depth is essential for shaping policies that support MFL teachers and sustain language education in the UK.

1. Recruitment Challenges and Teacher Shortages

The under-recruitment of MFL teachers remains a significant issue in the UK. In the 2023/24 academic year, only 33% of the target number of MFL trainee teachers were recruited, leading to a severe shortage of qualified language educators (thebritishacademy.ac.uk, tes.com, nfer.ac.uk). This ongoing recruitment gap means that schools often struggle to fill MFL teaching positions, creating instability within language departments and increasing pressure on existing staff.

Moreover, approximately 60% of schools reported challenges in hiring qualified language teachers, with 33% of state schools describing it as a “major issue” (thebritishacademy.ac.uk, britishcouncil.org). The limited availability of trained MFL teachers puts strain on the profession, making workloads heavier and reducing the overall quality of language instruction.

2. Increased Workload and Stress

One of the most commonly cited reasons for teacher attrition in the UK is workload. Full-time secondary teachers in England reported working an average of 49.3 hours per week, well above the OECD average of 41 hours (commonslibrary.parliament.uk). This excessive workload includes lesson planning, marking, administrative tasks, and extracurricular responsibilities, leaving teachers with little time for rest or professional development.

A significant proportion of teachers also feel that their workload is unmanageable, contributing to job dissatisfaction and burnout (commonslibrary.parliament.uk). The pressure to meet targets, combined with increased scrutiny from school inspections and performance measures, further compounds stress levels. For MFL teachers, the added challenge of preparing lessons in a second language can make the job even more demanding.

3. Impact of Brexit

Brexit has had profound consequences on the recruitment and retention of MFL teachers in the UK. One of the most notable impacts has been the reduction in the pool of native speakers available to teach in UK schools. With the end of free movement, fewer language specialists from the EU are choosing to work in the UK, leading to an increased reliance on non-native teachers (edgwareassociates.com).

Additionally, Brexit has made international recruitment more difficult due to new visa requirements and reduced EU funding for education programs (tes.com). These barriers have contributed to teacher shortages and increased workload for existing staff, further discouraging new recruits from entering the profession.

4. Decline in Student Interest and Perceived Subject Difficulty

Another significant factor affecting MFL teacher retention is the decline in student interest in language learning. Many schools have reported decreasing enrollment in MFL subjects, partly due to the perception that languages are more difficult than other subjects and offer fewer career benefits (edgwareassociates.com). This declining interest can make MFL teachers feel undervalued and disconnected from their role, leading to frustration and job dissatisfaction.

Additionally, MFL subjects have been graded more harshly compared to other disciplines, discouraging students from pursuing them further (tes.com, nfer.ac.uk). This grading disparity has a knock-on effect on teachers, who may feel disheartened when their students struggle to achieve high marks despite their efforts.

5. Limited Professional Development and Support

Professional development opportunities play a crucial role in teacher retention, yet many MFL teachers in the UK report insufficient access to continued professional development (CPD) (britishcouncil.org). Without adequate CPD, teachers may struggle to keep up with new pedagogical approaches, language proficiency, and curriculum changes, leading to frustration and decreased job satisfaction.

Disparities in funding and resources between independent and state schools further contribute to the issue. Independent schools often have more resources for international exchange programs, language assistants, and immersive learning opportunities, whereas many state schools lack such support (thebritishacademy.ac.uk). This imbalance can leave MFL teachers in under-resourced schools feeling isolated and unsupported.

6. Low Teacher Self-Efficacy and Confidence

Recent research highlights low self-efficacy as a significant reason why MFL teachers leave the profession in the UK. Many early-career MFL teachers experience a lack of confidence in their teaching ability, particularly in managing classroom challenges and delivering effective language instruction (onlinelibrary.wiley.com). If not addressed, these initial struggles can contribute to early career departures from the profession.

Although some teachers report an increase in self-efficacy as they gain experience, those who continue to feel ineffective in their roles are more likely to leave teaching (onlinelibrary.wiley.com). Furthermore, teachers who perceive their own language proficiency as inadequate may struggle with self-doubt, reducing their motivation to continue in the profession (jltr.academypublication.com). Addressing self-efficacy through mentorship programs and professional development is crucial for improving teacher retention.

Conclusion

The ongoing challenges facing MFL teachers in the UK highlight the urgent need for targeted interventions to improve recruitment, retention, and overall job satisfaction. Addressing workforce shortages requires increased incentives for teacher training, while tackling excessive workload and grading disparities can improve working conditions. Moreover, providing structured professional development and mentorship opportunities can help boost teachers’ self-efficacy, ultimately reducing burnout and attrition. As Brexit continues to limit the availability of native speakers in the UK, language education policies must adapt to support non-native teachers effectively. Without meaningful action, the decline in MFL teaching staff will continue to impact language learning in schools, limiting students’ access to multilingual education. By acknowledging these challenges and implementing supportive measures, the UK can work toward a more stable and resilient MFL teaching workforce.

Furthermore, the failure of initiatives such as the National Centre for Excellence for Language Pedagogy (NCELP) and the National Consortium for Languages Education (NCLE) has made matters worse. These initiatives aimed to improve MFL teaching through evidence-based strategies and curriculum reform but have struggled to gain widespread implementation in schools. Many teachers have found NCELP’s approach restrictive, overly focused on grammar and translation at the expense of communicative fluency, making lessons less engaging for students. Similarly, the NCLE has failed to provide the necessary systemic support for language teachers, leaving many feeling unsupported and without adequate resources. The lack of tangible improvements from these initiatives has further exacerbated the retention crisis, contributing to teacher frustration and attrition.

Without meaningful action, the decline in MFL teaching staff will continue to impact language learning in schools, limiting students’ access to multilingual education. By acknowledging these challenges and implementing supportive measures, the UK can work toward a more stable and resilient MFL teaching workforce.

References

• The British Academy. (2023). Language Learning in Schools: Recruitment and Retention. Retrieved from thebritishacademy.ac.uk
• TES. (2023). Why MFL Teacher Shortages Are Increasing. Retrieved from tes.com
• NFER. (2024). Teacher Labour Market in England Annual Report. Retrieved from nfer.ac.uk
• British Council. (2023). The State of Language Education in the UK. Retrieved from britishcouncil.org
• House of Commons Library. (2023). Teachers’ Workload and Retention. Retrieved from commonslibrary.parliament.uk
• Edgware Associates. (2023). The Impact of Brexit on MFL Teaching. Retrieved from edgwareassociates.com
• Wiley Online Library. (2023). Self-Efficacy in MFL Teachers. Retrieved from onlinelibrary.wiley.com
• Journal of Language Teaching Research. (2024). The Role of Self-Efficacy in Teacher Retention. Retrieved from jltr.academypublication.com