Report: Keeping Your Head: NfER Analysis of Head Teacher Retention

Lynch, Sarah; Worth, John E.

doi:10.12968/cypn.2017.10.46

Cited by 10 publications

(11 citation statements)

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“…The Government has consistently focused on recruitment measures to address shortages, but bodies including the National Audit Office (NAO, 2016), the House of Commons Education Committee (2017) and NFER (Lynch et al 2016) have all called for a greater emphasis on improving teacher retention. The main reasons why retaining teachers is proving so difficult are still not yet fully understood.…”

Section: Table Of Contentsmentioning

confidence: 99%

“…Similar findings were found from the 'Why Teach' survey, which cited workload as the most important reason for considering leaving, with the next highest response being pay and management issues, both with 43% (LKMco, 2015). Previous NFER research (Lynch et al 2016) identified the quality of school leadership and management, including teacher autonomy and whether staff feel they are supported and valued by managers, and whether or not teachers feel their workload is manageable, as important determinants of job satisfaction. The National Audit Office surveyed school leaders and found that they cited excessive workloads as the biggest barrier to retention (DfE, 2017b).…”

Section: Workload and Wider Working Conditionsmentioning

confidence: 99%

“…Stress and Teacher well-being were also considered. There is a strong relationship between job satisfaction and retention, with Lynch et al finding it to be the most significant protective factor against considering leaving (Lynch et al 2016). The UK's Health and Safety Executive claims that 'teaching staff and education professionals report the highest levels of work-related stress, depression and anxiety in Britain' (Ofsted, 2019).…”

Section: Other Factorsmentioning

confidence: 99%

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Understanding Teaching Retention: Using a discrete choice experiment to measure teacher retention in England

Burge¹,

Lu²,

Phillips³

2021

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Workload: total working hours as a teacher per week (including contact and non-contact hours).Development opportunities: total number of days of continuing professional development (CPD) per year, distributed between two different types of CPD: general CPD offered to all teachers in school; personalised CPD tailored to individual teachers' own development needs.Part-time work: feasibility of moving to a part-time work arrangement.School culture: how much support teachers receive from school leadership and other teaching colleagues.v School characteristics: pupil behaviour in classes.To our knowledge, the research reported here represents the first use of a discrete choice experiment (DCE) approach to understand teachers' retention and their preferences for different employment characteristics.We have taken care to use a rigorous approach, building up to and designing the DCE on the basis of detailed background research, discussion and consultation with experts in the subject area, thorough discussions with the OME steering group -which included members of the School Teachers' Review Body (STRB) secretariat -and piloting. The DCE was embedded in a survey that also collected teachers' current employment and socio-economic characteristics. The background questions allowed us to understand how preferences vary according to different characteristics of the school, and the individual teacher, and also provided some reference information that gave further insight to the choices made in the DCE.From the data collected from the choice experiments, discrete choice models were developed to quantify the importance of pay, rewards and employment characteristics in teachers' retention choices, thus providing estimates of the relative importance of those factors in shaping retention choices. The model was based on 22,100 choice observations, collected from 2,210 teachers. The relative values (compared to the influence of changes in annual pay) illustrate the relative impact of different factors on the retention of teachers and their broader employment preferences. Our model showed that the choices made by teachers are influenced by a variety of work-related factors, as well as variables related to an individual's current employment and socio-economic characteristics. Previous evidence has repeatedly found that a wide range of factors have influenced teacher retention, such as pay, workload and flexibility of working arrangement, etc. Our findings are consistent with this but go deeper, by providing insight into how these factors interact with each other in teachers' retention choices, quantifying their relative impact and revealing how these preferences differ between different groups of teachers.Below we highlight key aspects of the methodology and discuss the key findings from the study.The quality of the quantitative survey results is believed to be highWe believe the quality of the results to be high, because of the robustness of the survey sample and the level of engagement of respondents in the stated preference discret...

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Section: Table Of Contentsmentioning

confidence: 99%

Section: Workload and Wider Working Conditionsmentioning

confidence: 99%

Section: Other Factorsmentioning

confidence: 99%

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Understanding Teaching Retention: Using a discrete choice experiment to measure teacher retention in England

Burge¹,

Lu²,

Phillips³

2021

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“…In England, the government have set out a series of approaches including the Early Career Framework (ECF) [13], as part of the wider Teacher Recruitment and Retention strategy, to support new teachers [14]. Studies indicate that teachers' perception of workload are strong predictors of their decision to leave teaching [15,16]. Workload, policy changes, and accountability pressure were among the top reasons cited as reasons for teacher attrition in a survey of over 1,000 teachers in England [17].…”

Section: Introduction-the Teacher Supply Problemmentioning

confidence: 99%

How to Get More People into Teaching? Comparing Undergraduates’ and Teacher Trainees’ Motivation and Perceptions of a Teaching Career

2022

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Understanding people’s perceptions of teaching as an occupation, and their motivation or otherwise to teach, can help identify which initiatives/policies are most promising in improving teacher recruitment. Previous studies have often sought only the views of teachers/teacher trainees to understand why people choose teaching as a career. Recruitment strategies based on evidence from such research are therefore only appealing to those who are already interested in teaching. It is the views of those who might otherwise have gone into teaching that can provide better clues to what we can do to get more people into teaching. This paper compares the views of 4,469 undergraduate students and 788 trainee teachers in England. Our analysis goes beyond the usual approach by comparing young people completely uninterested in teaching, those who considered teaching but rejected it, those intending to be teachers, and those already in training. Our study found little or no difference between prospective teachers and others in terms of generic career drivers and the attraction of financial incentives, although prospective teachers tended to have lower levels of qualifications and to come from less prestigious occupational backgrounds. However, those not planning to be teachers are much less concerned about teachers’ workload, suggesting that this is probably not a great deterrent for those considering teaching. Compared to those who intend to be teachers, those who have considered but rejected teaching are less likely to view teaching as intellectually stimulating. They are least likely to see teaching as a high-status profession, offering good promotion prospects and job security. Policies to improve recruitment need to make teaching more attractive to the second group by addressing these issues. Additionally, these policies should be distinct from policies to retain existing teachers.

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“…The past decade has seen a large expansion of the academisation programme, brought into schools by the Labour government in 2002, and designed to bring the advantages and freedoms of the independent school sector to schools in challenging areas, without fees for parents (Long, 2015). Alongside this change, and the push for mass academisation during the 2010s under Michael Gove, the UK Education Secretary between 2010 and 2014, England saw the growth of MATs, frequently spearheaded by those from the business world, bringing with them novel thoughts and models (Lynch et al, 2017). MATs run chains of schools and are largely free from the power of local authority control.…”

Section: Introductionmentioning

confidence: 99%

A primary school head teacher’s experience of pressure to join a multi-academy trust

Faris

2022

Lond. Rev. Educ.

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This commentary outlines the views of a current head teacher after receiving increased marketing and persuasive letters from multi-academy trust (MAT) chief executive officers (CEOs) in an attempt to expand their MATs. Following the Department for Education’s academisation programme, which aims to convert all schools in England to MATs by 2030, this reflection highlights the implications of the programme and reflects, from an insider’s perspective, on the author's concerns about this approach for the communities, which will lose local leaders with autonomy and see them replaced with CEOs who have multiple interests, other than those of the local schools.

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Report: Keeping Your Head: NfER Analysis of Head Teacher Retention

Cited by 10 publications

References 0 publications

Understanding Teaching Retention: Using a discrete choice experiment to measure teacher retention in England

Understanding Teaching Retention: Using a discrete choice experiment to measure teacher retention in England

How to Get More People into Teaching? Comparing Undergraduates’ and Teacher Trainees’ Motivation and Perceptions of a Teaching Career

A primary school head teacher’s experience of pressure to join a multi-academy trust

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