Leadership for teacher retention: exploring the evidence base on why and how to support teacher autonomy, development, and voice
Leadership for teacher retention: exploring the evidence base on why and how to support teacher autonomy, development, and voice
Teacher retention has been globally a persistent challenge. School leadership plays a central role in retaining teachers. Drawing on a major review of 355 research outputs, this article develops and discusses an international empirical evidence base specifically on the potential effects and leadership practices of promoting teacher professional autonomy, development, and voice in relation to teacher retention. The evidence suggests that promotion of teacher autonomy, development and voice is likely to interactively enhance teacher well-being, commitment, and retention. It categorically highlights five domains of salient leadership practices to promote these teacher outcomes. The article discusses some gaps in the evidence base and proposes directions for future research to inform the policy and practice on leadership for teacher retention.
Leadership, professional development, teacher autonomy, teacher retention, teacher-well-being
Nguyen, Dong
756d9f4d-19aa-4029-99fc-77cdfaf76932
See, Beng Huat
cebf44c8-3389-4ae4-8b04-8804725a8155
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Kokostaki, Dimitra
a7d37161-9f5f-45fd-be98-de07d65d41a7
Nguyen, Dong
756d9f4d-19aa-4029-99fc-77cdfaf76932
See, Beng Huat
cebf44c8-3389-4ae4-8b04-8804725a8155
Brown, Chris
42bbe788-54bf-4081-8c18-ead8b554f0fd
Kokostaki, Dimitra
a7d37161-9f5f-45fd-be98-de07d65d41a7
Nguyen, Dong, See, Beng Huat, Brown, Chris and Kokostaki, Dimitra
(2024)
Leadership for teacher retention: exploring the evidence base on why and how to support teacher autonomy, development, and voice.
Oxford Review of Education.
(doi:10.1080/03054985.2024.2432635).
Abstract
Teacher retention has been globally a persistent challenge. School leadership plays a central role in retaining teachers. Drawing on a major review of 355 research outputs, this article develops and discusses an international empirical evidence base specifically on the potential effects and leadership practices of promoting teacher professional autonomy, development, and voice in relation to teacher retention. The evidence suggests that promotion of teacher autonomy, development and voice is likely to interactively enhance teacher well-being, commitment, and retention. It categorically highlights five domains of salient leadership practices to promote these teacher outcomes. The article discusses some gaps in the evidence base and proposes directions for future research to inform the policy and practice on leadership for teacher retention.
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Leadership for teacher retention exploring the evidence base on why and how to support teacher autonomy development and voice
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Accepted/In Press date: 5 November 2024
e-pub ahead of print date: 4 December 2024
Keywords:
Leadership, professional development, teacher autonomy, teacher retention, teacher-well-being
Identifiers
Local EPrints ID: 496551
URI: http://eprints.soton.ac.uk/id/eprint/496551
ISSN: 0305-4985
PURE UUID: 7b69ad4a-5518-42c6-8e36-7977fb7eb681
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Date deposited: 18 Dec 2024 17:50
Last modified: 10 Jan 2025 03:17
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Author:
Dong Nguyen
Author:
Beng Huat See
Author:
Chris Brown
Author:
Dimitra Kokostaki
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