are lower but were more likely to say training quality was poorerin addition to work intensity key findings that illustrate job quality has decreased for teachers includethe proportion of teachers with a great deal of influence over how they perform tasks fell from just under half 48 per cent in 2012 to less than a third 31 per cent in 2017 those wanting more control over how they did their job rose from 15 to nearly a quarter 24 per centhigh work strain increased from virtually no reports in 1992 to more than a quarter saying this was an issue 27 per cent in 2017 teachers had double 16 per cent vs 9 per cent the likelihood of other professionals of experiencing this type of stress a high level of involvement in decisionmaking fell markedly 45 per cent in 2012 vs 10 per cent in 2017 participation in training reduced 92 per cent in 2006 vs 86 per cent in 2017 as did the quality with less than a third 31 per cent in 2017 agreeing their skills improved significantly compared with two in five 41 per cent in 2006in contrast teachers reported greater satisfaction levels than other professionals about their promotion chances which have increased notably and for job security which has remained high other positives include the fact job quality has not declined in terms of hours worked nor has real pay declined over the longterm apart from between 2006 and 2017however the study offers no direct evidence to explain why job quality has declined for teachers another limitation is the ses data does not include physical working conditions or social support