Reviewing the evidence base on school leadership, culture, climate and structure for teacher retention

Abstract

Teacher retention has been a persistent challenge internationally and in England. Failure to recruit and retain qualified teachers may result in teacher shortage that has a negative effect on student learning. This issue is exacerbated in challenging schools with high proportions of disadvantaged students. Addressing this issue requires the collective efforts of policy and practice, well informed by a systematic, in-depth understanding of the robust research evidence base. The organisational characteristics, such as leadership, culture, climate, and structure, are critical in influencing teacher retention. However, we lacked a systematic exploration of the extant evidence base on these characteristics to enable such an understanding. We conducted a rapid review of the evidence base to identify the characteristics of school leadership, culture, climate, and structure that potentially support teacher retention.

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ORCID for Chris Brown: orcid.org/0000-0002-9759-9624

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