From the Editor

Paul W. Miller, PhD, Professor of Educational Leadership and Social Justice; Principal Consultant and Director, Educational Equity Services, UK I am pleased to have been asked by the Chartered College of Teaching to guest edit this issue on teacher recruitment, retention and progression. These issues (recruitment, retention, progression) are fraught, and examining them together provides an opportunity to make comparisons and, ultimately, more authoritative judgements about the state of play. In December 2018, globally, there was a shortage of teachers of 17 million, with industrialised countries such as England missing their recruitment targets for up to seven years in a row (Carr, 2019). During periods of economic recession, however, teaching tends to attract more entrants, many of whom may not have previously thought about teaching as a career. The Education Policy Institute estimates that recruitment of teachers could increase by up to 40 per cent as a direct result of the COVID-19