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|Title:||What works in attracting and retaining teachers in challenging schools and areas?||Authors:||See, Beng Huat
|Affiliations:||Department of English Language and Literature||Keywords:||Teacher recruitment and retention
|Issue Date:||2020||Part of:||Oxford review of education journal||Start page:||1||End page:||21||Abstract:||
This paper describes a systematic review of international research evidence identifying the most promising approaches to attracting and retaining teachers in hard-to-staff areas. Only empirical studies that employed a causal or suitable comparative design and had robust measurements of recruitment and retention outcomes were considered. Studies were assessed for strength of evidence taking into account threats to trustworthiness which may bias the results. A search of 13 electronic databases and Google/Google scholar identified 20 distinct research reports that met the inclusion criteria. Financial incentives was the only approach that seemsto work in attracting teachers to challenging schools, but not effective in retaining them. To keep teachers working in challenging schools a supportive and conducive working environment would be needed. Other approaches such as mentoring, support, or teacher development do not have strong evidence of effectiveness, largely because much of the research on these approaches was weak. More robust research capable of addressing causal questions is therefore urgently required to determine their impact in attracting and retaining good teachers in areas where they are most needed. Long-term solution would be to change school-allocation policies and improve economic conditions in such areas so that the problem of staffing does not arise.
|URI:||https://scholarhub.balamand.edu.lb/handle/uob/2723||DOI:||10.1080/03054985.2020.1775566||Ezproxy URL:||Link to full text||Type:||Journal Article|
|Appears in Collections:||Department of English Language and Literature|
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