Attracting and Retaining Teachers

Abstract

Attracting and retaining competent teachers is a key concern when it comes to managing the supply and demand for teachers. This article examines the motivation that prompts people to enter or leave the teaching profession with the aim of identifying a decision framework for defining teacher policies. The results are based on the teacher workforce planning system put in place by the Education Department of the Swiss Canton of Geneva. Having identified the most influential factors affecting teacher motivation, we rated these with regard to their responsiveness to policy measures in a bid to identify levers for deriving effective teacher policies. This decision framework highlights three main issues to serve as a focus for policy measures—the characteristics of the job activities, working conditions and professional image. Finally, priority policy measures have been derived from motivational inducement systems, which include task, leadership, reward, professional development and social systems.

“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface

“…Increasing international interest in teacher motivation has lead to studies specifically investigating the role of teacher motivation in retention (Muller, Alliata, & Benninghoff, 2009;Sinclair, 2008;Skaalvik & Skaalvik, 2011) and teacher motivation and resilience (Kitching, et al, 2009). Are resilient teachers more motivated?…”

Les déterminants du choix de carrière des enseignants de la formation professionnelle et leur relation aux caractéristiques sociodémographiques

“…Cependant, un certain intérêt pour cette thématique est apparu ces dernières années dans la littérature francophone en sociologie de l'éducation (Jellab, 2008) et chez un certain nombre de chercheurs québécois (Balleux et Perez-Roux, 2011;Beaucher et Balleux, 2010 L'étude des motivations et perceptions des enseignants, au vu de leur influence considérable sur l'engagement et l'investissement dans la profession (Berger et D'Ascoli, 2011;Huberman, 1989;Müller, Alliata et Benninghoff, 2009;Sinclair, 2008;, pourrait également apporter de nouvelles perspectives dans les stratégies de recrutement et des offres de formation. Les acteurs de la formation professionnelle pourraient à l'avenir prendre davantage en considération les attentes des enseignants lors de l'engagement de personnel et la planification des cursus de formation.…”

New Teacher For A New School: Educational Process Participants On The Problem

“…A number of studies establish that interests of teachers in educational jobs is influenced by such factors as personal characteristics of teachers, their vocational training, working loads and style of school management. (Darling-Hammond et al, 1999;Day, 2002;Kyriacou & Kunc, 2007;Müller, Alliata & Benninghoff, 2009) What really makes a difference for the students considering teaching as an option for future career are such aspects as incomes, working conditions, public opinion on teaching profession and also an opportunity to help pupils to acquire knowledge (Stokes, 2007;Johnson & Kardos, 2008).…”