The Role of Pecuniary and Non-Pecuniary Factors in Teacher Turnover and Mobility Decisions.

Bradley, Steve; Green, C; Leeves, Gareth

doi:10.2139/ssrn.926319

Cited by 8 publications

(3 citation statements)

References 21 publications

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“…However, published data shows that the proportion of teachers leaving the profession has increased every year since 2010 in primary schools , and in 2015/16 (the most recently reported data) the departure figure stood at 10.2% (DfE, 2016 Pay and conditions arrangements are frequently referenced in the research findings as reason for teachers leaving the profession (Bradley et al, 2006;Hanushek et al, 2004), however there is little that 'RETAIN' could do to influence this economic factor.…”

Section: Building Mechanisms For Developing and Retaining High Qualitmentioning

confidence: 98%

RETAIN early career teacher retention programme: evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century teaching profession

Ovenden-Hope

Blandford²,

Cain

et al. 2018

Journal of Education for Teaching

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Bronwen (2018). RETAIN early career teacher retention programme: evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century teaching profession. Journal of Education for Teaching, 44 (5), 590-607. AbstractTeacher recruitment and retention is an international challenge. In England the government have reported that more teachers leave before retirement age than five years ago, 30% within five years and schools are finding it difficult to fill posts with the quality of teachers they need. This paper evaluates the contribution of the research informed 'RETAIN' Early Career Teacher (ECT) Continuing Professional Development Programme (CPD) for developing and retaining quality teachers.'RETAIN' was a yearlong CPD pilot for ECTs in primary schools in Cornwall, UK (a region with high levels of socio-economic disadvantage). The programme design was research informed and took account of factors that have been shown to support the retention of ECTs. It was contextualised using the precept that teachers should be active researchers, influencing curriculum development as 'reflective practitioners', positioned with a Professional Learning Community lens and theorised within a social constructivist frame. In addition, 'RETAIN' utilised robust evidenceinformed practice approaches to support teacher development in schools with persistently disadvantaged pupils. The programme was independently evaluated using multiple-methods over the course of the programme to generate data as part of a theory-based evaluation. Evidence suggests that the contribution of this intervention to the field is the specific combination of development; taught workshops, coaching and collaborative professional learning, which improved the self-efficacy, confidence and quality of teaching of ECTs in differing but complementary ways. All ECTs that completed the programme have been retained to the teaching profession and all have achieved a leadership role in their school. We argue that these outcomes are of international significance and the promise of the programme can be utilised for developing and retaining high quality teachers in other countries.

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Section: Building Mechanisms For Developing and Retaining High Qualitmentioning

confidence: 98%

RETAIN early career teacher retention programme: evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century teaching profession

Ovenden-Hope

Blandford²,

Cain

et al. 2018

Journal of Education for Teaching

View full text Add to dashboard Cite

show abstract

“…Discontented teachers may be poor performers, not only because of overall motivational factors [35] but also since they are merely waiting to move on to a diverse location, exerting low effort into their existing work duties and ignoring any extended term plans for their students [36]. Schools' characteristics such as size of classroom, infrastructure, and being under-resourced contribute to teacher mobility [37].…”

Section: Teacher Supply and Mobility Have Important Links To The Effective Delivery Of Educationmentioning

confidence: 99%

“…Teachers try to avoid schools situated in a setting with a high poverty rate and a high percentage of people working in agriculture. Moreover, in schools with a higher portion of disabled students, drop-out students, and students failing to gain admission to the next grade make such schools less attractive to teachers [37].…”

Section: Teacher Supply and Mobility Have Important Links To The Effective Delivery Of Educationmentioning

confidence: 99%

Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools

Siddiqui

Shaukat

2021

Education Sciences

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Understanding the determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention, and fair allocation of teachers. The teacher transfer policy implemented in Punjab, Pakistan, is intended to address corruption and a fair allocation of teachers in public schools. However, the policy has implications for teacher mobility. This paper presents survey findings on teacher mobility patterns in public schools in Punjab, Pakistan, examining the extent and determinants of mobility in comparison with teachers in private schools. In the survey, 1002 in-service teachers participated, and 46% reported changing school at least once during their teaching career. The findings show that teachers who changed schools in their early career, with an average of two years of teaching experience, gained higher salary benefits by changing schools compared to experienced teachers, with an average of 14 years of teaching experience, who never changed schools. In comparison with early career teachers, experienced teachers who never changed school had lower salaries but higher satisfaction with life in general and with the school as their workplace. The most common reasons for changing school were lack of teaching resources, difficulty in commuting to school, unmanageable student–teacher ratio, and no chance of promotion in their teaching career. Teacher mobility was slightly higher in public schools compared to private schools, despite implementation of a merit-based transfer policy. A binary logistic regression model was constructed with the outcome of teacher mobility (or not), with a base figure of 54%. By adding gender, marital status, school type, length of teaching experience, and teachers’ satisfaction, the model increased correct predictions to 62%. Teacher salary and teaching workload did not explain any variation in the model. These findings have implications for teacher transfer policy in public schools and lessons for private schools to retain teachers by offering longer contracts and reliable pension schemes. Policymakers must consider facilitating teachers’ satisfaction with their workplace, particularly by making public schools in rural areas attractive places for the retention of teachers in early career phases.

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Country effects on teacher turnover intention: a multilevel, cross-national analysis

Qin

2020

Educ Res Policy Prac

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The Role of Pecuniary and Non-Pecuniary Factors in Teacher Turnover and Mobility Decisions.

Cited by 8 publications

References 21 publications

RETAIN early career teacher retention programme: evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century teaching profession

RETAIN early career teacher retention programme: evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century teaching profession

Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools

Country effects on teacher turnover intention: a multilevel, cross-national analysis

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