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This article reports the results from a 12-month study of teachers' careers in schools in England and the ways in which a sample of headteachers and teachers perceive that age, disability, ethnicity, gender and, to a limited extent, sexual orientation influenced their decisions to enter teaching and their subsequent career aspirations. Respondents report a diverse range of motives for entering the profession. Overall these relate more to personal circumstances and ambition than to age, disability, ethnicity or gender, either individually or in combination. Family and friends also play an important role, as do changing national priorities. The authors suggest that typologies developed around teachers' motives for joining the profession may not be sustained at later stages of their development. This is because teachers' career choices appear to be influenced by a complex mix of factors unique to each individual. Finally, some implications for teacher recruitment in Scotland are highlighted. [ABSTRACT FROM AUTHOR]

This article reports the results from a 12-month study of teachers' career progress in schools in England and the ways in which headteachers and teachers perceive that age, disability, ethnicity and gender affect teachers' career prospects. Many teachers thought that they had been promoted because of their personal traits, such as drive, confidence and ability, and there was little evidence of direct discrimination. However, certain groups of teachers, for example part-time and supply staff, mature entrants to teaching, members of minority ethnic groups, teachers with disabilities, older male and female teachers, female teachers with children, all believed that their personal characteristics had disadvantaged their career progression. The study offers some insight into the structural constraints that hinder teachers' careers and how greater diversity among promoted staff in schools might be achieved. The implications for school leaders are highlighted. [ABSTRACT FROM AUTHOR]