Pressures, rewards and teacher retention: a comparative study of primary teaching in England and Finland

Webb, Rosemary; Vulliamy, Graham; Hämäläinen, Seppo; Sarja, Anneli; Kimonen, Eija; Nevalainen, Raimo

doi:10.1080/0031383042000198530

Cited by 73 publications

(48 citation statements)

References 10 publications

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“…The main problem is among young, less experienced teachers, who have been working just 1-5 years (Guarino et al, 2006;Ingersoll, 2001;2003, 20). This "leakage" of beginning teachers is seen also in Finland, even thought the status of teachers and education has been considered to be very high (Hargreaves, Halász & Pont, 2008;Webb, Vulliamy, Hämäläinen, Kimonen & Nevalainen, 2004).…”

Section: Turnovermentioning

confidence: 97%

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Mäkelä

Hirvensalo

Whipp

2014

Research Quarterly for Exercise and Sport

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Mäkelä, Kasper PE teachers' job satisfaction, turnover, and intention to stay or leave the profession Jyväskylä: University of Jyväskylä, 2014, 100 p. (Studies in Sport, Physical Education and Health ISSN 0356-1070; 208) ISBN 978-951-39-5766-7 (nid.) ISBN 978-951-39-5767-4 (PDF) Finnish summary Diss.The purpose of this study was to assess Finnish PE (physical education) teachers' job satisfaction, turnover, intention to leave the profession, and profession. Reasons behind the turnover or intention to leave were also determined. In addition, reasons for job satisfaction and retention in the profession were measured.Data was obtained from the PE teachers' job and education satisfaction project, which was undertaken in the Department of Sport Sciences. This study was aimed at PE graduates from the University of Jyväskylä between 1980 and 2008. Overall, the target group included 1480 PE graduates. Two structured questionnaires were sent to this group. The first questionnaire was directed at those who were teaching PE and the other for those who were working in some other profession. A total of 1084 PE graduates answered the questionnaire.Approximately 76% of respondents were working in the PE teaching profession, while 23% were working in some other profession and 20 respondents were retired. Of those who were working in the PE teaching profession, 79.5% were either satisfied or very satisfied with their jobs. However, 39% of the PE teachers identified an intention to leave the profession. A Mann-Whittney test revealed that workload and stress factors influenced women more than men in their intention to leave. Intentions to leave were highest among those who had been working 16 to 20 years as a PE teacher. Of those who had changed their profession, 44% were still working in school-related professions (movers), while 56% were working outside of a school context (leavers).A t-test comparison between men and women with revealed that rushed and tight schedules, poor working conditions, and physical workload influenced women more than men in their decision to leave. For men, lack of collegial interaction was more of a driver to leave than for women. Only a quarter of former PE teachers said that they had any intention to return to PE teaching. Logistic regression analysis revealed that good working conditions, well-organized teaching, and respect are important factors for satisfaction and retaining PE teachers in the profession. It was also found that physical workload should be taken into consideration for older PE teachers, especially female PE teachers.An understanding of factors that can cause job dissatisfaction and intention to leave is important for reducing PE teacher turnover and improving the quality of the work life of PE teachers. Retaining qualified PE teachers in the profession is essential for offering quality PE for pupils.

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Section: Turnovermentioning

confidence: 97%

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Mäkelä

Hirvensalo

Whipp

2014

Research Quarterly for Exercise and Sport

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“…There is abundant evidence in the educational literature which shows that in-school management support for their learning and development, leadership trust and positive feedback from parents and pupils are key positive influences on teachers' motivation and resilience (e.g. Huberman, 1993;Webb et al, 2004;Brunetti, 2006;Leithwood et al, 2006;Day et al, 2007;Castro et al, 2010;Meister and Ahrens, 2011). Empirical evidence on how successful principals mediate the negative influences of macro-level policy contexts and meso-level external school intake contexts and through this, create a positive school culture which nurtures teachers' capacity for learning and development is also strong and evident (Leithwood et al, 2006;Day and Leithwood, 2007;Gu et al, 2008;Robinson et al, 2009;Leithwood et al, 2010;Sammons et al, 2011;Gu and Johansson, 2013).…”

Section: What We Already Knowmentioning

confidence: 99%

The role of relational resilience in teachers’ career-long commitment and effectiveness

2014

Teachers and Teaching

150

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At a time when the contemporary landscape of teaching is populated with successive and persisting government policy reforms that have increased teachers' external accountabilities, work complexity and emotional workload, understanding why and how many teachers are able to sustain their capacity to be resilient and continue to work for improvement is an important quality retention issue. The purpose of this paper is to build upon but take further current understanding of resilience in teachers by exploring in greater depth the nature of resilience in teachers as a relational concept and the ways in which it may be related to the learning and achievement of their pupils. The empirical basis of the paper draws upon analyses of twice yearly semi-structured face-to-face interview data from 300 teachers in different phases of their careers in 100 primary and secondary schools in England over a consecutive three year period. Through these analyses, the paper contributes additional empirical evidence to the emerging but still limited literature on the factors which influence teachers' capacity to be resilient. The paper concludes with a consideration of the implication of the findings for the quality retention of teachers.

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“…Among the highest-rated motives are the enjoyment of working with youth and contributing to society. Workload, government initiatives, lack of administrative and colleague support, and discipline problems have been found to influence teachers' turnover intentions (Lindqvist et al, 2014;Skaalvik & Skaalvik, 2011;Smethem, 2007;Webb et al, 2004). Such factors are also cited as important reasons for leaving among individuals who have left teaching (Purcell et al, 2005;Struyven & Vanthournout, 2014).…”

Section: Previous Research On Causes Of Teacher Attritionmentioning

confidence: 99%

“…Low pay, decline in public respect, increased workload, and declining autonomy are all factors that have been identified as potential triggers of teacher turnover (Skaalvik & Skaalvik, 2011;Smethem, 2007;Webb et al, 2004). Nevertheless, despite widespread concerns for teacher attrition, there is limited empirical evidence of an increasing trend.…”

mentioning

confidence: 99%

“…The Norwegian case is interesting because of Norway's generally low levels of unemployment and its strong economy, which, as noted by the OECD (2005), often creates particular difficulties in recruiting and retaining teachers. Despite variations between countries, concerns about the impact of heavy workloads and low rewards on teacher retention are widespread (Ingersoll, Merrill, & Stuckey, 2014;Lindqvist, Nordanger, & Carlsson, 2014;OECD, 2005;Webb et al, 2004). The generalizability of findings will be further discussed in the concluding section of this paper.…”

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confidence: 99%

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Are Teachers Increasingly Leaving the Profession?

With¹

2017

P&P

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Changes in teachers' work, often labelled intensification, have raised concerns that teachers are leaving the profession at an increasing rate. The present paper uses high-quality data from Norwegian administrative registers to examine the trends in attrition across three decades. These data allow for a comprehensive examination of changes in attrition, taking teachers' education, school level, and demographic characteristics into account. Results show that early career attrition has declined over time, whereas the incidence of early retirement increased.

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Pressures, rewards and teacher retention: a comparative study of primary teaching in England and Finland

Cited by 73 publications

References 10 publications

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

The role of relational resilience in teachers’ career-long commitment and effectiveness

Are Teachers Increasingly Leaving the Profession?

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