Ledled y byd, mae gwledydd yn wynebu prinder athrawon cynyddol o ganlyniad i anawsterau recriwtio a chadw staff. Yn fwy diweddar, mae sylw wedi cael ei dynnu at y nifer uchel o athrawon sydd ar ddechrau eu gyrfa \u2013 sy'n golygu'r rhai sydd \u00e2 phum mlynedd o brofiad neu lai\u2013 sy'n gadael y proffesiwn. Mae\u2019r her hon yn arbennig o berthnasol i Gymru, gyda ffigurau\u2019n awgrymu bod 29% o athrawon a adawodd y maes yn 2022 yn athrawon ar ddechrau eu gyrfa.
Mae rhesymau dros ffigurau gadael uchel athrawon ar ddechrau eu gyrfa yn gymhleth, ond yn cynnwys pwysau llwyth gwaith a chynnydd mewn problemau sy\u2019n ymwneud ag ymddygiad disgyblion, heriau iechyd meddwl ac anghenion dysgu ychwanegol yn yr ystafell ddosbarth ers pandemig y coronafeirws. Nid oes ateb syml i wella cyfraddau cadw athrawon ar ddechrau eu gyrfa, ond mae rhywfaint o dystiolaeth (Taylor et al., 2023; Nguyen et al., 2023; Egan et al., 2025; Van den Brande a Zuccollo, 2021) i awgrymu y gallai cynnig dysgu proffesiynol effeithiol ac o ansawdd uchel i athrawon wella cyfraddau cadw athrawon, neu ddylanwadu\u2019n gadarnhaol ar ffactorau a allai effeithio ar gyfraddau cadw athrawon, megis lles.
Yn rhannol mewn ymateb i\u2019r heriau hyn, yn 2025 cyhoeddodd Llywodraeth Cymru ei bod yn datblygu Cynllun Gweithlu Addysg Strategol, gyda\u2019r nod o ymgorffori \u2018gweledigaeth a gwerthoedd\u2019 ar gyfer y sector er mwyn gwella\u2019r gweithlu addysg. Gwnaeth y cyhoeddiad dynnu sylw at yr angen i wella cyfleodd dysgu proffesiynol i staff addysgu i gefnogi lles a mynd i\u2019r afael \u00e2 phroblemau yngl\u0177n \u00e2 recriwtio a chadw staff. Yn ddiweddar hefyd, sefydlodd Llywodraeth Cymru Dysgu, y corff dysgu proffesiynol ac arweinyddiaeth cenedlaethol, sy\u2019n gyfrifol am gyflwyno dysgu proffesiynol o ansawdd uchel a chyson yn genedlaethol i ymarferwyr mewn ysgolion a lleoliadau a gynhelir yng Nghymru.
I lunio Dysgu a datblygiad y Cynllun Gweithlu Addysg Strategol, gofynnodd Llywodraeth Cymru i Ganolfan Polisi Cyhoeddus Cymru (WCPP) ddwyn ynghyd dystiolaeth ar sut mae athrawon mewn gwledydd eraill yn cael eu cefnogi drwy ddysgu proffesiynol yn ystod pum mlynedd cyntaf eu gyrfa, gan gynnwys unrhyw dystiolaeth o effaith ar gyfraddau cadw athrawon ar ddechrau eu gyrfa.
I wneud hyn, mae WCPP wedi comisiynu chwe arbenigwr rhyngwladol i greu astudiaeth achos ar ddull eu gwlad o ddysgu proffesiynol. Yn ogystal \u00e2 hyn, byddwn ni\u2019n cynnig dau weithdy (caeedig) gydag awduron yr astudiaeth achos, Llywodraeth Cymru a thri arbenigwr wedi\u2019u lleoli yng Nghymru i drafod cymhwysedd canfyddiadau\u2019r ymchwil yng nghyd-destun Cymru. Bydd canfyddiadau\u2019r gwaith hwn yn helpu i lunio meddylfryd Llywodraeth Cymru ar sut i ddatblygu dysgu proffesiynol effeithiol o ansawdd uchel i athrawon ar ddechrau eu gyrfa, gan ymateb i\u2019r cwestiynau ymchwil canlynol:<\/p>\n\n\n\n
<\/p>\n\n\n\n
Byddwn ni\u2019n cyhoeddi adroddiad yr astudiaeth achos erbyn haf 2026. Os oes gennych chi gwestiynau am y prosiect hwn, cysylltwch ag Alex.Jones@wcpp.org.uk<\/p>\n","protected":false},"excerpt":{"rendered":"
Ledled y byd, mae gwledydd yn wynebu prinder athrawon cynyddol o ganlyniad i anawsterau recriwtio a chadw staff. Yn fwy diweddar, mae sylw wedi cael ei dynnu at y nifer uchel o athrawon sydd ar ddechrau eu gyrfa \u2013 sy'n golygu'r rhai sydd \u00e2 phum mlynedd o brofiad neu lai\u2013 sy'n gadael y proffesiwn. Mae\u2019r […]<\/p>\n","protected":false},"author":2,"featured_media":20348,"template":"","categories":[18],"tags":[136],"research-and-impact":[],"class_list":["post-20349","project","type-project","status-publish","has-post-thumbnail","hentry","category-taclo-anghydraddoldebau","tag-anghydraddoldebau-addysg"],"meta_box":{"lead_author":12170,"authors":[12416],"image":[{"width":744,"height":418,"file":"teacher-support-web-banner-resize.jpg","filesize":93732,"sizes":{"medium":{"file":"teacher-support-web-banner-resize-744x496.jpg","width":744,"height":496,"mime-type":"image\/jpeg","filesize":63044,"url":"https:\/\/wcpp.org.uk\/wp-content\/uploads\/teacher-support-web-banner-resize-744x496.jpg"},"thumbnail":{"file":"teacher-support-web-banner-resize-744x418.jpg","width":744,"height":418,"mime-type":"image\/jpeg","filesize":57024,"url":"https:\/\/wcpp.org.uk\/wp-content\/uploads\/teacher-support-web-banner-resize-744x418.jpg"},"medium_large":{"file":"teacher-support-web-banner-resize-768x512.jpg","width":768,"height":512,"mime-type":"image\/jpeg","filesize":65439,"url":"https:\/\/wcpp.org.uk\/wp-content\/uploads\/teacher-support-web-banner-resize-768x512.jpg"},"post-thumbnail":{"file":"teacher-support-web-banner-resize-390x260.jpg","width":390,"height":260,"mime-type":"image\/jpeg","filesize":24411,"url":"https:\/\/wcpp.org.uk\/wp-content\/uploads\/teacher-support-web-banner-resize-390x260.jpg"},"square_thumb":{"file":"teacher-support-web-banner-resize-800x640.jpg","width":800,"height":640,"mime-type":"image\/jpeg","filesize":82787,"url":"https:\/\/wcpp.org.uk\/wp-content\/uploads\/teacher-support-web-banner-resize-800x640.jpg"}},"image_meta":{"aperture":"0","credit":"","camera":"","caption":"","created_timestamp":"1503491608","copyright":"","focal_length":"0","iso":"0","shutter_speed":"0","title":"","orientation":"1","keywords":[]},"ID":"20342","name":"teacher-support-web-banner-resize.jpg","path":"\/infotree\/sites\/wcpp.org.uk\/wp-content\/uploads\/teacher-support-web-banner-resize.jpg","url":"https:\/\/wcpp.org.uk\/wp-content\/uploads\/teacher-support-web-banner-resize-744x418.jpg","full_url":"https:\/\/wcpp.org.uk\/wp-content\/uploads\/teacher-support-web-banner-resize.jpg","title":"teacher support web banner resize","caption":"","description":"","alt":"Young male teacher receives professional support","srcset":false}],"files":[],"disable_related_content":"0"},"_links":{"self":[{"href":"https:\/\/wcpp.org.uk\/cy\/wp-json\/wp\/v2\/project\/20349","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wcpp.org.uk\/cy\/wp-json\/wp\/v2\/project"}],"about":[{"href":"https:\/\/wcpp.org.uk\/cy\/wp-json\/wp\/v2\/types\/project"}],"author":[{"embeddable":true,"href":"https:\/\/wcpp.org.uk\/cy\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":1,"href":"https:\/\/wcpp.org.uk\/cy\/wp-json\/wp\/v2\/project\/20349\/revisions"}],"predecessor-version":[{"id":20352,"href":"https:\/\/wcpp.org.uk\/cy\/wp-json\/wp\/v2\/project\/20349\/revisions\/20352"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/wcpp.org.uk\/cy\/wp-json\/wp\/v2\/media\/20348"}],"wp:attachment":[{"href":"https:\/\/wcpp.org.uk\/cy\/wp-json\/wp\/v2\/media?parent=20349"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/wcpp.org.uk\/cy\/wp-json\/wp\/v2\/categories?post=20349"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/wcpp.org.uk\/cy\/wp-json\/wp\/v2\/tags?post=20349"},{"taxonomy":"research-and-impact","embeddable":true,"href":"https:\/\/wcpp.org.uk\/cy\/wp-json\/wp\/v2\/research-and-impact?post=20349"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}