Research
Evidence is at the heart of what we do at Ambition Institute. We want to push forward our collective knowledge of effective professional development and share what works, to turn evidence into action. We aim to answer important questions faced by the sector, and provide evidence-based guidance for teachers, leaders and policymakers. We investigate topics such as teacher professional development, recruitment and retention, and the science of learning.
-
Why do people enter and exit teaching? An evidence-based review
Our latest research reviews what drives teacher recruitment and retention. Teacher shortages mean that schools and policymakers are often looking for ways to recruit and retain more teachers to the profession. We bring together 12 studies from eight countries to analyse the key factors affecting the decision, including salary, professional development and flexible working. Plus, we offer recommendations for school leaders and policymakers. Published October 2025.
-
A review of evidence-based teaching-assistant-led interventions
Many schools want to know how they can make the most effective use of their staff. Our latest research helps schools to improve the impact that teaching assistants have on pupils’ academic outcomes. It reviews the evidence on teaching-assistant-led interventions in the UK to identify which are the most effective. Plus, it shares tips for school leaders to consider when choosing an intervention. Published August 2025.
-
Exploring initial teacher trainees’ feedback orientation
Feedback orientation refers to how much a person values and accepts feedback. Could differences in novice teachers’ feedback orientation help us to understand why some improve more than others? Our Research team explored whether a novice teacher’s feedback orientation could predict how much their teaching skills would improve, and whether novice teachers’ feedback orientation changes during their training. Published December 2024.
-
Advance organisers in teacher professional development
Do advance organisers help teachers learn new information during online professional development? Published July 2024.
-
Decomposition and recomposition in training novice teachers
Decomposition and recomposition: effects on novice teachers’ enactment and transfer of behaviour management practices. Published May 2024.
-
Modelling evidence-based practice
Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Published March 2023.
-
Teaching quality and economic performance
New research commissioned by Ambition Institute shows that great teaching is a key driver of economic growth. Read more.
-
Developing non-cognitive skills: an exploration into schools' practice
A qualitative exploration of the approaches schools use to develop their pupil’s non cognitive skills.
-
School improvement in challenging contexts
This qualitative study gives us a fascinating, albeit small, insight into the behaviours of headteachers with different levels of expertise in response to similar school improvement challenges across England.