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Durham Research Online
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What works in attracting and retaining teachers in challenging schools and areas?

See, Beng Huat and Morris, Rebecca and Gorard, Stephen and El Soufi, Nada (2020) 'What works in attracting and retaining teachers in challenging schools and areas?', Oxford review of education., 46 (6). pp. 678-697.

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.

Item Type:Article
Full text:Publisher-imposed embargo
(AM) Accepted Manuscript
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Full text:(VoR) Version of Record
Available under License - Creative Commons Attribution 4.0.
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Full text:(VoR) Version of Record
Available under License - Creative Commons Attribution 4.0.
Download PDF
(655Kb)
Status:Peer-reviewed
Publisher Web site:https:/doi.org/10.1080/03054985.2020.1775566
Publisher statement:© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Date accepted:26 May 2020
Date deposited:27 May 2020
Date of first online publication:30 June 2020
Date first made open access:06 November 2020

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