Addressing Teacher Retention within the First Three to Five Years of Employment (original) (raw)
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For early-career teachers in particular, teacher attrition and retention has been the focus of international research. We aimed to provide a more holistic view of teacher attrition and retention in an Australian educational context by including the perspectives of a cross-section of current and former teachers with various lengths of teaching service. We explored the similarities and differences in considerations about past career decision points reported by the teachers in different groups. Australian teachers (N = 133) who were staying in teaching (n = 59), or undecided about staying (n = 34), and former teachers who had changed careers (n = 40) completed free-response questionnaires about their decisions to choose and to stay in (or to leave) teaching careers. Thematic analysis suggested that three overarching themes were salient across all three groups of teachers at different decision points in the career. These overarching themes were personal fulfilment, practical considerations, and lack of alternatives or barriers to change. Strategies to retain teachers should aim to foster collegial relationships, address workload, respond to needs for job security or flexibility, and provide new opportunities within teaching.
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CALDER working papers have not gone through final formal review and should be cited as working papers. They are intended to encourage discussion and suggestions for revision before final publication. The Urban Institute is a nonprofit, nonpartisan policy research and educational organization that examines the social, economic, and governance problems facing the nation. The views expressed are those of the authors and should not be attributed to the Urban Institute, its trustees, or its funders. Any errors are attributable to the authors.