We use cookies to ensure that we give you the best experience on our website. By continuing to browse this repository, you give consent for essential cookies to be used. You can read more about our Privacy and Cookie Policy.

Durham Research Online
You are in:

Teacher recruitment and retention : a critical review of international evidence of most promising interventions.

See, B.H. and Morris, R. and Gorard, S. and Kokotsaki, D. and Abdi, S. (2020) 'Teacher recruitment and retention : a critical review of international evidence of most promising interventions.', Education sciences., 10 (10). p. 262.


Background: A raft of initiatives and reforms have been introduced in many countries to attract and recruit school teachers, many of which do not have a clear evidence base, so their effectiveness remains unclear. Prior research has been largely correlational in design. This paper describes a rigorous and comprehensive review of international evidence, synthesising the findings of some of the strongest empirical work so far. Methods: The review synthesises a total of 120 pieces of research from 13 electronic databases, Google/Google scholar and other sources. Each study is weighted by strength of evidence. Results: The strongest evidence suggests that targeted money can encourage people into teaching but does not necessarily keep them in the teaching profession. The money needs to be large enough to compensate for the disadvantages of working in certain schools and areas, and competitive enough to offset the opportunity costs of not being in more lucrative occupations, and its effect is only short-term. Conclusions: Continuing professional development (CPD) and early career support could be promising approaches for retaining teachers in the profession, but the evidence for them is weak. There is no evidence that any other approaches work, largely because of the lack of robust studies.

Item Type:Article
Full text:Publisher-imposed embargo
(AM) Accepted Manuscript
File format - PDF
Full text:(VoR) Version of Record
Available under License - Creative Commons Attribution.
Download PDF
Publisher Web site:
Publisher statement:© 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (
Date accepted:17 September 2020
Date deposited:21 September 2020
Date of first online publication:23 September 2020
Date first made open access:23 September 2020

Save or Share this output

Look up in GoogleScholar