Reviewing the evidence base on school leadership, culture, climate and structure for teacher retention
Reviewing the evidence base on school leadership, culture, climate and structure for teacher retention
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.
Education Endowment Foundation
Nguyen, Dong
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See, Beng Huat
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Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Dimitra, Kokotsaki
f1349b58-b585-4672-8c6e-a5f58d011549
30 October 2023
Nguyen, Dong
075423fb-4b21-44f8-b490-867d8c68619e
See, Beng Huat
bb7d3b6b-9158-4a9d-b662-8f1477d50502
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Dimitra, Kokotsaki
f1349b58-b585-4672-8c6e-a5f58d011549
Nguyen, Dong, See, Beng Huat, Brown, Chris and Dimitra, Kokotsaki
(2023)
Reviewing the evidence base on school leadership, culture, climate and structure for teacher retention
Education Endowment Foundation
52pp.
Record type:
Monograph
(Project Report)
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.
Text
Review-of-leadership-approaches
- Version of Record
More information
Accepted/In Press date: October 2023
Published date: 30 October 2023
Identifiers
Local EPrints ID: 494088
URI: http://eprints.soton.ac.uk/id/eprint/494088
PURE UUID: aca4c619-c07c-4dca-9a38-0e24e9563ee1
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Date deposited: 23 Sep 2024 16:43
Last modified: 24 Sep 2024 02:06
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Contributors
Author:
Dong Nguyen
Author:
Beng Huat See
Author:
Chris Brown
Author:
Kokotsaki Dimitra
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