Teacher retention in challenging schools: please don’t say goodbye!

References

• Allen, R., Burgess, S., & Mayo, J. (2012). The teacher labour market, teacher turnover and disadvantaged schools: New evidence for England. The Centre for Market and Public Organisation.
   Google Scholar
• Allen, R., Burgess, S., & Mayo, J. (2018). The teacher labour market, teacher turnover and disadvantaged schools: New evidence for England. Education Economics, 26(1), 4–23. https://doi.org/10.1080/09645292.2017.1366425
   Web of Science ®Google Scholar
• Allen, R., & Sims, S. (2018). Do pupils from low-income families get low-quality teachers? Indirect evidence from English schools. Oxford Review of Education, 44(4), 441–458. https://doi.org/10.1080/03054985.2017.1421152
   Web of Science ®Google Scholar
• Atteberry, A., Loeb, S., & Wyckoff, J. (2016). Teacher churning: Reassignment rates and implications for student achievement. Educational Evaluation and Policy Analysis, 20(10), 1–28. https://doi.org/10.3102/0162373716659929
   Google Scholar
• Ball S. J. (2003). The teacher's soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065
   Web of Science ®Google Scholar
• Bettez, S. (2015). Navigating the complexity of qualitative research in postmodern contexts: Assemblage, critical reflexivity, and communion as guides. International Journal of Qualitative Studies in Education, 28(8), 932–954. https://doi.org/10.1080/09518398.2014.948096
   Web of Science ®Google Scholar
• Bloor, M., Frankland, J., Thomas, M., & Robson, K. (2001). Focus groups in social research. Sage.
   Google Scholar
• Chiong, C., Menzies, L., & Meenakshi, P. (2017). Why do long-serving teachers stay in the teaching profession? Analysing the motivations of teachers with 10 or more years’ experience in England. British Educational Research Journal, 43(6), 1083–1110. https://doi.org/10.1002/berj.3302
   Web of Science ®Google Scholar
• Clarà, M. (2017). Teacher resilience and meaning transformation: How teachers reappraise situations of adversity. Teaching and Teacher Education, 63(1), 82–91. https://doi.org/10.1016/j.tate.2016.12.010
   Web of Science ®Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
   Google Scholar
• Cyr, J. (2016). The pitfalls and promise of focus groups as a data collection method. Sociological Methods & Research, 45(2), 231–259. https://doi.org/10.1177/0049124115570065
   Web of Science ®Google Scholar
• Deci, E., & Ryan, R. (2008). Self-determination theory: A macrotheory of human motivation, development and health. Canadian Psychology, 49(3), 182–185. https://doi.org/10.1037/a0012801
   Web of Science ®Google Scholar
• Department for Education (DfE). (2019) Recruitment and Retention Strategy. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/786856/DFE_Teacher_Retention_Strategy_Report.pdf
   Google Scholar
• Duke, D. (2014). A bold approach to developing leaders for low-performing schools. Management in Education, 28(3), 80–85. https://doi.org/10.1177/0892020614537665
   Google Scholar
• Firestone, W. (2014). Teacher evaluation policy and conflicting theories of motivation. Educational Researcher, 43(2), 100–107. https://doi.org/10.3102/0013189X14521864
   Web of Science ®Google Scholar
• Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22–44.
   Web of Science ®Google Scholar
• Gurr, D., Drysdale, L., Clarke, S., & Wildy, H. (2014). High-need schools in Australia: The leadership of two principals. Management in Education, 28(3), 86–90. https://doi.org/10.1177/0892020614537666
   Google Scholar
• Holme, J., Jabbar, H., Germain, E., & Dinning, J. (2017). Rethinking teacher turnover: Longitudinal measures of instability in schools. Educational Researcher, 47(1), 62–75. https://doi.org/10.3102/0013189X17735813
   PubMed Web of Science ®Google Scholar
• Kelchtermans, G. (2017). ‘Should I stay or should I go?’: Unpacking teacher attrition/retention as an educational issue. Teachers and Teaching, 23(8), 961–977. https://doi.org/10.1080/13540602.2017.1379793
   Web of Science ®Google Scholar
• Kraft, M., Marinell, W., & Yee, D. (2016). School organizational contexts, teacher turnover and student achievement: Evidence from panel data. American Educational Research Journal, 53(5), 1411–1499. https://doi.org/10.3102/0002831216667478
   Web of Science ®Google Scholar
• Kunter, M., & Holzberger, D. (2014). Loving teaching. research on teachers’ intrinsic orientations. In P. Richardson, S. Karabenick, & H. Watt (Eds.), Teacher Motivation Theory and Practice (pp. 83–99). Routledge.
   Google Scholar
• Levin, B. (2006). Schools in challenging circumstances: A reflection on what we know and what we need to know. School Effectiveness and School Improvement, 17(4), 399–407. https://doi.org/10.1080/09243450600743459
   Web of Science ®Google Scholar
• Lynch, S., Worth, J., Bamford, S., & Wespieser, K. (2016). Engaging Teachers: NFER analysis of teacher retention. NFER.
   Google Scholar
• Medina, V., Martinez, G., Murakami, E., Rodriguez, M., & Hernandez, F. (2014). Principals’ perceptions from within: Leadership in high-need schools in the USA. Management in Education, 28(3), 91–96. https://doi.org/10.1177/0892020614537664
   Google Scholar
• Menzies, L., Parameshwaran, M., Trethewey, A., Shaw, B., Baars, S., & Chiong, C. (2015). Why teach?. Pearson/LKMco.
   Google Scholar
• Munoz-Chereau, B., Hutchinson, J., & Ehren, M. (2022). ‘Stuck’ schools: Can below good Ofsted inspections prevent sustainable improvement?. Education Policy Institute. https://epi.org.uk/wp-content/uploads/2022/06/Final_report_stuck_schools.pdf
   Google Scholar
• Nias, J. (1981). Teacher satisfaction and dissatisfaction: Herzberg’s ‘two-factor’ hypothesis revisited. British Journal of Sociology of Education, 2(3), 235–246. https://doi.org/10.1080/0142569810020302
   Web of Science ®Google Scholar
• Parker, A., & Tritter, J. (2006). Focus group method and methodology: Current practice and recent debate. International Journal of Research & Method in Education, 29(1), 23–37. https://doi.org/10.1080/01406720500537304
   Google Scholar
• Perrachione, B., Rosser, V., & Petersen, G. (2008). Why do they stay? Elementary teachers’ perceptions of job satisfaction and retention. Professional Educator, 32(2), 1–17.
   Google Scholar
• Perryman, J., & Calvert, G. (2020). What motivates people to teach, and why do they leave? Accountability, performativity and teacher retention. British Journal of Educational Studies, 68(1), 3–23. https://doi.org/10.1080/00071005.2019.1589417
   Web of Science ®Google Scholar
• Queyrel, J., Coll, K., Stewart, R., & Sawyer, S. (2019). Elementary teachers’ job satisfiers and dissatisfiers: What good professional development can do. Education Journal, 8(2), 63–74. https://doi.org/10.11648/j.edu.20190802.14
   Google Scholar
• Ronfeldt, M., Loeb, S., & Wyckoff, J. (2012). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4–36. https://doi.org/10.3102/0002831212463813
   Web of Science ®Google Scholar
• Ryan, R., & Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
   PubMed Web of Science ®Google Scholar
• Sharp, C., Macleod, S., Bernardinelli, D., Skipp, A., & Higgins, S. (2015). Supporting the attainment of disadvantaged pupils: Briefing for school leaders. Department for Education.
   Google Scholar
• Sims, S., & Allen, R. (2018). Identifying schools with high usage and high loss of newly qualified teachers. National Institute Economic Review, 243(1), 27–36. https://doi.org/10.1177/002795011824300112
   Web of Science ®Google Scholar
• Smith, P., & Bell, L. (2011). Transactional and transformational leadership in schools in challenging circumstances: A policy paradox. Management in Education, 25(2), 58–61. https://doi.org/10.1177/0892020611399608
   Google Scholar
• Smith, S., & Granja, M. R. (2017). The voices of maine’s early care and education teachers: children with challenging behavior in classrooms and home-based child care. National Center for Children in Poverty, Mailman School of Public Health, Columbia University.
   Google Scholar
• Smith, K., & Ulvik, M. (2017). Leaving teaching: Lack of resilience or sign of agency? Teachers and Teaching: Theory and Practice, 23(8), 928–945. https://doi.org/10.1080/13540602.2017.1358706
   Web of Science ®Google Scholar
• Tang, S., Wong, A., & Cheng, M. (2016). Configuring the three-way relationship among student teachers’ competence to work in schools, professional learning and teaching motivation in initial teacher education. Teaching and Teacher Education, 60, 344–354. https://doi.org/10.1016/j.tate.2016.09.001
   Web of Science ®Google Scholar
• Thomas, L., Tuytens, M., Moolenaar, N., Devos, G., Klechtermans, G., & Vanderlinde, R. (2019). Teachers first year in the profession: The power of high quality support. Teachers and Teaching, 25(2), 160–188. https://doi.org/10.1080/13540602.2018.1562440
   Web of Science ®Google Scholar
• Towers, E., & Maguire, M. (2017). Leaving or staying in teaching: A ‘vignette’ of an experienced urban teacher ‘leaver’ of a London primary school. Teachers and Teaching: Theory and Practice, 23(8), 946–960. https://doi.org/10.1080/13540602.2017.1358703
   Web of Science ®Google Scholar
• Williams, J. (2018). It just grinds you down. Persistent disruptive behaviour in schools and what can be done about it. https://policyexchange.org.uk/wp-content/uploads/2019/01/It-Just-Grinds-You-Down-Joanna-Williams-Policy-Exchange-December-2018.pdf.
   Google Scholar
• Worth, J., Bamford, S., & Durbin, B. (2015). Should I stay or should i go? NFER analysis of teachers joining and leaving the profession. NFER.
   Google Scholar
• Worth, J., & Van den Brande, J. (2020). Teacher Autonomy: How does it relate to job satisfaction and retention?. NFER.
   Google Scholar
• Worth, J., & Ven den Brande, J. (2019). Teacher Labour Market in England: Annual Report 2019. National Foundation for Educational Research. https://org/978-1-911039-87-7
   Google Scholar