There has been a tendency to construct the teaching profession through a narrative of ‘crisis’ which places particular emphasis on high rates of attrition and poor wellbeing driven by a demanding work culture. Drawing on qualitative data from a mixed-methods study, this paper examines teachers' responses to reforms to English secondary education. It presents evidence that supports a ‘profession in crisis’ narrative with many of the research participants expressing negative attitudes towards the reforms and concerns about staying in teaching. However, the paper also illuminates a counter-narrative that highlights teachers' job satisfaction and their desire to remain in the profession. •Dominant discourses of a ‘profession in crisis’ in England.•Majority of participants provide evidence of crisis.•A counter-narrative comprise teachers who have positive views of the profession.•Danger that education research reproduces and reinforces the ‘crisis’ narrative.