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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
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
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
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.

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Review-of-leadership-approaches - Version of Record
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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
ORCID for Chris Brown: ORCID iD orcid.org/0000-0002-9759-9624

Catalogue record

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 ORCID iD
Author: Kokotsaki Dimitra

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