Earlier this year, I was asked to speak about flexible working in teaching at the inaugural New Voices conference. Whilst there was a good range of existing research and case studies to draw from, in order get a snapshot of the current landscape of flexible working in teaching, I decided to conduct my own micro-study. The study comprised of interviews with twenty-five teachers, of both genders, from around the country across both primary and secondary.
Why Does the Shortage Matter?
Naturally, regardless of gender, by far and away the most common reason cited by teachers for requesting, or wanting to request, flexible working was around family work-life balance and childcare. A quarter of the teachers in the study reported mainly positive experiences in terms of flexible working citing value, respect and trust as key to this.
However, the common denominator for each of these teachers was having a supportive head or line manager. In a small minority of cases, blatant hostility to flexible working manifested in the form of workplace bullying and one teacher felt, in hindsight, she had essentially been being managed out of her job after her being flexible working request was refused.
It is clear that in order for the mindset set to change, there is still some way to go to integrate it as standard practice.
Thankfully there are some brilliant organizations already set up to help support teachers and schools in their bid for flexible working and to change the narrative. For teachers looking to go back into the classroom part time or flexibly Return to Teach — a bit like a teacher employment dating service -matches teachers wanting flexible work to schools offering flexible roles.
Organisations such as Flexible Teacher Talent and The Maternity Teacher Paternity Teacher Project are also designed to support teachers returning to teaching through advice and continued professional development. Over a school year, pupils from disadvantaged backgrounds gain 1. For further information and advice about flexible working whether you are a teacher looking to request it or a school leader or governor seeking to implement it, the following links are useful:. Return to Teach www. Michelle Thomason is a full time parent, part time teacher in two inner London Sixth Forms, freelance writer and doctoral student of Education at Bournemouth University.
Skip to content. The Joy of Flex: recruiting and retaining teachers for the future 19th November Researchers are examining teacher preparation in relation to retention, including the quality of higher education curriculum and student teaching experiences. Mentorships and inductions have been shown to help early-career teachers and other educators adapt and stay in the job .
Teachers with better academic qualifications including grades, test scores, graduate degrees , and undergraduate college selectivity are more likely to leave the profession. There is no major retention difference between teachers who completed traditional preparation programs and teachers who completed alternative certification programs, like Teach for America. Teachers with certain teaching qualifications and teaching assignments are more likely to leave their schools or the profession.
Special education teachers are not more likely to leave teaching, but they are more likely to transfer to positions as general educators. Teacher who feel effective in their jobs are also more likely to continue teaching. Retaining teachers of color is an important element of teacher retention. Students of color perform better with race congruent teachers of color  and American students are increasingly non white.
In Teachers of color are more likely to stay in a school in which they are led and supervised by administrators of color. Teachers with a race matched principal are more likely to report earning additional pay, feeling autonomy, and experiencing additional support, all of which are linked to overall teacher retention.
Race matched teachers are also more likely to report being satisfied with their jobs. Also, white men are more likely to leave the profession when there are more students of color. In contrast, teachers of color have higher exit rates overall but are less likely to leave when they have more non white students. Federal policy initiatives during the Obama Administration have emphasized the importance of retaining effective teachers, rather than just working to retain all teachers. Value-added measurements assess the effect of a teacher on student test scores by quantifying teacher ability.
The Race to the Top incentives represented a major shift in how districts and administrators evaluated and retained teachers. Prior to Race to the Top, teacher effectiveness had been determined by years of experience and years of graduate study.
Now, in many states, value added modeling is used alongside principal evaluations of teacher observations and teacher progress on student learning outcomes. One controversial use of value-added teacher evaluation was in Washington D. Teachers in D. Teacher effectiveness has also been linked to how often teachers move schools. Overall, leavers are less effective than movers. More effective teachers are more likely to stay in the same schools, unless they being their careers in lower performing schools.
Low performing teachers are more likely to move to schools that are similar to the schools they currently teach in, while higher performing teachers will move from low performing schools to higher performing schools.
Recruiting and Retaining Teachers
One might investigate how early career teachers in remote schools manage negative aspects of their workplace environment. One study noted that in the absence of professional or organizational supports, teachers may still develop resilience by relying on "personal" supports, such as relationships with family and friends and the construction of a teaching identity. From Wikipedia, the free encyclopedia. T Harvard Educational Review. Education and Urban Society.
Recruiting and Retaining Teachers: Understanding Why Teachers Teach | Semantic Scholar
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Teacher salaries and teacher attrition. Economics of Education Review; 24, — Why didst thou go?
Proven Strategies for Increasing Teacher Retention Rates
Predictors of retention, transfer, and attrition of special and general education teachers from a national perspective. The Journal of Special Education , 30 4 , — Learning First Alliance. Retrieved 14 January