Submit to Education Sciences Review for Education Sciences Propose a Special Issue

Journal Menu

Journal Browser

Teachers Matter—Improving Recruitment, Retention and Development of Teachers

Print Special Issue Flyer
Special Issue Editors
Special Issue Information
Keywords
Published Papers

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Teacher Education".

Deadline for manuscript submissions: closed (30 April 2021) | Viewed by 81069

Printed Edition Available!
A printed edition of this Special Issue is available here.

Special issue Teachers Matter—Improving Recruitment, Retention and Development of Teachers book cover image

Share This Special Issue

Special Issue Editors

Prof. Dr. Beng Huat See

E-Mail Website
Guest Editor

School of Education, Durham University, Durham, DH1 1TA, UK
Interests: teacher supply; teacher development; teacher effectiveness; education policy; parental involvement; critical thinking; arts education; evaluation of education programmes; research methods
Special Issues, Collections and Topics in MDPI journals

Dr. Rebecca Morris

E-Mail Website
Guest Editor

Department for Education Studies, University of Warwick, Warwick, UK
Interests: education and social policy; teaching and teacher education; social justice; assessment; literacy; widening participation; vocational education; evidence use in education; research methods

Special Issue Information

Dear Colleagues,

Teachers are important, but never more so than now when schools all over the world are closed due to the recent global coronavirus pandemic. To ensure that their students’ learning continues despite the school closure, teachers have turned to technology and other creative ways of delivering education. But technology is no substitute for face-to-face interactions. What this pandemic has taught us is that we need not only more teachers, but teachers who are resourceful, effective, and caring. For years, many countries have reported a widespread shortage of teachers, with the problem predicted to get worse as the pupil population in some areas increases. This is an urgent problem which requires attention and investment from policymakers. For this Special Issue of Education Sciences, we invite papers related to issues concerning teacher recruitment and retention, teacher development, teacher preparation, and teacher quality for all phases of education, from early childhood through to higher education. We particularly welcome original empirical research using robust designs and methodology as well as high-quality reviews including meta-analyses, scoping studies, and rapid reviews.

Dr. Beng Huat See
Dr Rebecca Morris
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

teacher recruitment
teacher retention
teacher preparation
teacher effectiveness

Published Papers (14 papers)

Download All Papers

19 pages, 469 KiB

Open AccessArticle

Towards Acquiring Teachers’ Professional Qualification Based on Professional Standards: Perceptions, Expectations and Needs on the Application Process

by Tiiu Leibur, Katrin Saks and Irene-Angelica Chounta

Educ. Sci. 2021, 11(8), 391; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11080391 - 30 Jul 2021

Cited by 1 | Viewed by 2677

Abstract

This paper presents the findings of a study into the application process of the professional standards (PS) qualification in Estonia, which is a standard used to identify the level of professionalism of a teacher. The study collected the views of active teachers who have applied for the PS and those of the assessors to understand the shortcomings in the application and the expectations for the application process. The main challenges identified are that teachers lack respective skills to adequately comprehend qualification requirements (unambiguous interpretation of PS) and the lack of evidence-based performance indicators (difficult to prove) and weak self-analysis skills; hence, the teacher needs assistance. The research found that teachers need collaborative support, motivation and constructive feedback on their professional development (PD), both from colleagues and at school and national levels. Based on this research, it can be said that teachers who have gone through the application process have gained greater self-confidence, value themselves as teachers and continue their in-service training. Full article

(This article belongs to the Special Issue Teachers Matter—Improving Recruitment, Retention and Development of Teachers)

► Show Figures

Figure 1

30 pages, 3374 KiB

Open AccessArticle

The Demographic Transformation of the Teaching Force in the United States

by Richard Ingersoll, Elizabeth Merrill, Daniel Stuckey, Gregory Collins and Brandon Harrison

Educ. Sci. 2021, 11(5), 234; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11050234 - 14 May 2021

Cited by 25 | Viewed by 12663

Abstract

This article summarizes the results of an exploratory research project that investigated what demographic trends and changes have, or have not, occurred in the elementary and secondary teaching force in the U.S. over the past three decades, from 1987 to 2018. Our main data source was the Schools and Staffing Survey and its successor, the National Teacher Principal Survey, collectively the largest and most comprehensive source of data on teachers available in the U.S. These surveys are conducted by the National Center for Education Statistics (NCES), the statistical arm of the U.S. Department of Education. The results show that the teaching force has been, and is, greatly changing; yet, even the most dramatic trends appear to have been little noticed or understood by researchers, policy makers, and the public. This article summarizes seven of the most prominent trends and changes that we found. The U.S. teaching force is: larger; older; less experienced; more female; more diverse, by race/ethnicity; consistent in academic ability; unstable. For each of the trends, we explore two broad questions: 1. What are the reasons for and sources of the trend? 2. What are the implications and consequences of the trend? Full article

(This article belongs to the Special Issue Teachers Matter—Improving Recruitment, Retention and Development of Teachers)

► Show Figures

Figure 1

17 pages, 259 KiB

Open AccessArticle

Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools

by Nadia Siddiqui and Sadia Shaukat

Educ. Sci. 2021, 11(7), 358; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11070358 - 16 Jul 2021

Cited by 1 | Viewed by 3348

Abstract

Understanding the determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention, and fair allocation of teachers. The teacher transfer policy implemented in Punjab, Pakistan, is intended to address corruption and a fair allocation of teachers in public schools. However, the policy has implications for teacher mobility. This paper presents survey findings on teacher mobility patterns in public schools in Punjab, Pakistan, examining the extent and determinants of mobility in comparison with teachers in private schools. In the survey, 1002 in-service teachers participated, and 46% reported changing school at least once during their teaching career. The findings show that teachers who changed schools in their early career, with an average of two years of teaching experience, gained higher salary benefits by changing schools compared to experienced teachers, with an average of 14 years of teaching experience, who never changed schools. In comparison with early career teachers, experienced teachers who never changed school had lower salaries but higher satisfaction with life in general and with the school as their workplace. The most common reasons for changing school were lack of teaching resources, difficulty in commuting to school, unmanageable student–teacher ratio, and no chance of promotion in their teaching career. Teacher mobility was slightly higher in public schools compared to private schools, despite implementation of a merit-based transfer policy. A binary logistic regression model was constructed with the outcome of teacher mobility (or not), with a base figure of 54%. By adding gender, marital status, school type, length of teaching experience, and teachers’ satisfaction, the model increased correct predictions to 62%. Teacher salary and teaching workload did not explain any variation in the model. These findings have implications for teacher transfer policy in public schools and lessons for private schools to retain teachers by offering longer contracts and reliable pension schemes. Policymakers must consider facilitating teachers’ satisfaction with their workplace, particularly by making public schools in rural areas attractive places for the retention of teachers in early career phases. Full article

(This article belongs to the Special Issue Teachers Matter—Improving Recruitment, Retention and Development of Teachers)

42 pages, 462 KiB

Open AccessReview

Remote and Blended Teacher Education: A Rapid Review

by Thomas Perry, Madeleine Findon and Philippa Cordingley

Educ. Sci. 2021, 11(8), 453; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11080453 - 23 Aug 2021

Cited by 18 | Viewed by 4516

Abstract

Initial and continuing teacher education are increasingly making use of remote and blended modes of education. Conducted in the summer of 2020 during the COVID-19 pandemic, this rapid review brings together literature and evidence to inform planning for remote and blended teacher education during restrictions in face-to-face teaching activity. The review consists of three main parts: first, a descriptive framework of modes of remote and blended teacher education; second, an exploratory review of the affordances and limitations of remote and blended approaches connecting the literature on effective teacher education with reviews of remote and blended approaches; third, a rapid review of evidence on the efficacy of remote and blended approaches, including of a small number of studies comparing these to face-to-face equivalents. We conclude that remote and blended teacher education is likely to become an increasingly important part of the teacher education landscape and there are plausible theoretical reasons suggesting that it can be effective with suitable design. However, we find too few studies presenting robust evidence to enable firm conclusions to be drawn on the relative effectiveness of modes and approaches. The review provides a foundation for further research and practice in this area. Full article

(This article belongs to the Special Issue Teachers Matter—Improving Recruitment, Retention and Development of Teachers)

21 pages, 4256 KiB

Open AccessArticle

Teachers’ Perspectives on the Intertwining of Tangible and Digital Modes of Activity with a Drawing Robot for Geometry

by Anna E. Baccaglini-Frank, George Santi, Agnese Del Zozzo and Eric Frank

Educ. Sci. 2020, 10(12), 387; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci10120387 - 18 Dec 2020

Cited by 8 | Viewed by 2854

Abstract

The GeomBot is a drawing robot that combines the well-known strengths and opportunities offered by Scratch with those of Papert’s original robotic drawing-turtle. In this study we look at the GeomBot as a physical programmable artifact around which action research with a group of teachers and a researcher was carried out with the aim of designing, implementing and discussing geometry activities for primary school classes. The aim of this article is to investigate teachers’ positioning and perspectives with respect to the activities and the educational environment emerging around the Geombot in the action research. The action research meetings between September 2018 and June 2019 included nine primary school teachers from seven different Italian schools, who met regularly with the first author. After the design and experimentation sessions, in June 2019, the teachers shared their experiences during a final meeting and group discussion guided by the first author. The data collected from the teachers were analyzed using cultural categories from the Semiotic Systems of Cultural Signification, theorized by the Theory of Objectification, to identify the most significant features defining the teachers’ perspectives and identity. The seven emergent features cover teachers’ positioning with respect to: forms of rationality and language and languages: sensuous cognition and the use of ideal and material semiotic resources; accepted teaching practices, problems and situations; mathematical knowledge; the conception of the student; social interaction and forms of rationality; ethical issues; technology. Full article

(This article belongs to the Special Issue Teachers Matter—Improving Recruitment, Retention and Development of Teachers)

► Show Figures

Figure 1

12 pages, 246 KiB

Open AccessArticle

Survey Methods to Identify Risk of Attrition: Measures of Career Intention and Regret

by Mark Carver

Educ. Sci. 2021, 11(10), 617; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11100617 - 09 Oct 2021

Cited by 1 | Viewed by 2008

Abstract

The common measure of teacher retention as snapshots of those employed in state-funded schools may overestimate attrition by failing to consider a desire for flexibility in contemporary teaching careers. When used as a measure of the effectiveness of teacher education, an over-emphasis on classroom teacher supply may also narrow the curriculum to teacher training rather than the more expansive ‘learning teaching’. This paper discusses two ‘softer’ measures of retention, career intention and training regret, to give a more general sense of how contemporary teachers see their career development as relating to their initial teacher education and professional learning. These measures are generated by adapting survey questions from the OECD’s TALIS and the US’ Beginning Teacher Longitudinal Study, simply asking teachers where they see themselves in five years’ time and if they would still choose to become a teacher if they could go back to before they began training. Surveys were administered annually to two cohorts of recent graduates as part of the Measuring Quality in Initial Teacher Education project—three data captures for 2018 graduates, two for 2019 graduates. It is shown how these measures help to mitigate declines in survey response and can give some helpful estimates of teacher attrition with respect to sex, ethnicity, school type, and degree type. The alternative measures are also argued to give helpful indicators of attrition risk before it happens, allowing discussion of how teachers’ career intentions change during their early careers. In particular, it is found that leaving the classroom is a fairly common expectation, but not necessarily because of teacher burnout. It is suggested that asking what teachers can imagine themselves doing is an effective measure for engaging with issues around vocational choice and teaching as a lifelong profession, with implications for how careers in education are conceptualised in initial teacher education programmes. Full article

(This article belongs to the Special Issue Teachers Matter—Improving Recruitment, Retention and Development of Teachers)

45 pages, 1082 KiB

Open AccessArticle

Teacher Recruitment and Retention: A Critical Review of International Evidence of Most Promising Interventions

by Beng Huat See, Rebecca Morris, Stephen Gorard, Dimitra Kokotsaki and Sophia Abdi

Educ. Sci. 2020, 10(10), 262; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci10100262 - 23 Sep 2020

Cited by 33 | Viewed by 22266

Abstract

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. Full article

(This article belongs to the Special Issue Teachers Matter—Improving Recruitment, Retention and Development of Teachers)

► Show Figures

Figure 1

4 pages, 164 KiB

Open AccessEditorial

Editorial Introduction to the Special Issue “Teachers Matter—Improving Recruitment, Retention and Development of Teachers”

by Beng Huat See and Rebecca Morris

Educ. Sci. 2021, 11(9), 528; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11090528 - 09 Sep 2021

Viewed by 1510

Abstract

This Special Issue of Education Sciences on the theme of Education Matters was commissioned in recognition of the important role that teachers play in the development of students’ learning and wider outcomes [...] Full article

(This article belongs to the Special Issue Teachers Matter—Improving Recruitment, Retention and Development of Teachers)

24 pages, 1636 KiB

Open AccessArticle

Delivering Music Education Training for Non-Specialist Teachers through Effective Partnership: A Kodály-Inspired Intervention to Improve Young Children’s Development Outcomes

by Lindsay Ibbotson and Beng Huat See

Educ. Sci. 2021, 11(8), 433; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11080433 - 16 Aug 2021

Cited by 4 | Viewed by 6327

Abstract

A priority area identified by the Department of Education (England) and the Economic Social and Research Council is the development of teachers, especially in primary music education where the limited opportunities for training offered by teacher training providers have raised concerns. This paper reports on an evaluation of a collaborative partnership training of non-specialist teachers, using a Kodály-inspired pedagogy to teach music in a classroom setting. Participants included 54 teachers (and 1492 pupils, aged 5–6), selected from 55 schools, as part of a large randomised control trial (RCT) in the north of England. This paper presents findings from a qualitative study that was conducted alongside the RCT, but which was not part of the RCT itself or the RCT’s implementation and process evaluation. Results from the study, which include a pre-post survey of teachers, focus group interviews and reflective journals, suggest promising effects on teachers’ pedagogical skills, their self-efficacy and competence, and children’s self-confidence and disposition for learning. Full article

(This article belongs to the Special Issue Teachers Matter—Improving Recruitment, Retention and Development of Teachers)

► Show Figures

Figure 1

16 pages, 377 KiB

Open AccessArticle

Training Teachers in China to Use the Philosophy for Children Approach and Its Impact on Critical Thinking Skills: A Pilot Study

by Caiwei Wu

Educ. Sci. 2021, 11(5), 206; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11050206 - 27 Apr 2021

Cited by 6 | Viewed by 3109

Abstract

Philosophy for Children (P4C) is an educational approach that helps children question, reason, construct arguments, and collaborate with others. This approach to teaching is new to Chinese teachers and students who have traditionally relied on rote learning and dissemination of knowledge. Independent thinking and questioning are rarely encouraged. This article reports on a pilot study aimed at training teachers in one school in mainland China to use P4C to promote thinking skills. Six year 7 classes (age 12–13) and their teachers were randomly assigned to receive P4C training (n = 90 pupils) or to a control group (n = 88). The intervention ran for 4 weeks. The study found that teachers appreciated the P4C methods but were concerned about using the method in their regular curriculum. An impact evaluation shows that students who were taught P4C experienced a small improvement in thinking skills, measured using a composite of validated critical thinking tests. Full article

(This article belongs to the Special Issue Teachers Matter—Improving Recruitment, Retention and Development of Teachers)

16 pages, 234 KiB

Open AccessArticle

Impact of Contextual Predictors on Value-Added Teacher Effectiveness Estimates

by Ismail Aslantas

Educ. Sci. 2020, 10(12), 390; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci10120390 - 18 Dec 2020

Cited by 2 | Viewed by 2245

Abstract

It is widely believed that the teacher is one of the most important factors influencing a student’s success at school. In many countries, teachers’ salaries and promotion prospects are determined by their students’ performance. Value-added models (VAMs) are increasingly used to measure teacher effectiveness to reward or penalize teachers. The aim of this paper is to examine the relationship between teacher effectiveness and student academic performance, controlling for other contextual factors, such as student and school characteristics. The data are based on 7543 Grade 8 students matched with 230 teachers from one province in Turkey. To test how much progress in student academic achievement can be attributed to a teacher, a series of regression analyses were run including contextual predictors at the student, school and teacher/classroom level. The results show that approximately half of the differences in students’ math test scores can be explained by their prior attainment alone (47%). Other factors, such as teacher and school characteristics explain very little the variance in students’ test scores once the prior attainment is taken into account. This suggests that teachers add little to students’ later performance. The implication, therefore, is that any intervention to improve students’ achievement should be introduced much earlier in their school life. However, this does not mean that teachers are not important. Teachers are key to schools and student learning, even if they are not differentially effective from each other in the local (or any) school system. Therefore, systems that attempt to differentiate “effective” from “ineffective” teachers may not be fair to some teachers. Full article

(This article belongs to the Special Issue Teachers Matter—Improving Recruitment, Retention and Development of Teachers)

13 pages, 241 KiB

Open AccessArticle

Teachers and Teacher Education: Limitations and Possibilities of Attaining SDG 4 in South Africa

by Toyer Nakidien, Marcina Singh and Yusuf Sayed

Educ. Sci. 2021, 11(2), 66; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11020066 - 09 Feb 2021

Cited by 11 | Viewed by 5516

Abstract

As we enter the last ten years leading to the realisation of the Sustainable Development Goals in 2030, African countries are still plagued with poverty and underdevelopment. For most children in Africa, the attainment of Sustainable Development Goal (SDG) 4 will remain elusive. Drawing from two interrelated empirical studies, one focusing on citizenship and social cohesion at high school level and the other on the implementation of assessment for learning at primary school level, it was found that not only are schools not equipped to provide the quality education as set out in SDG 4, but teachers need additional training to give expression to the ideals of SDG 4. In order for this to be adequately addressed, all interested stakeholders—government, business, and NGOs—need to be involved. Full article

(This article belongs to the Special Issue Teachers Matter—Improving Recruitment, Retention and Development of Teachers)

14 pages, 10452 KiB

Open AccessArticle

Students’ Perceived Mathematics Teacher Competence: Longitudinal Associations with Learning Outcomes and Choice of College Major

by Dongjo Shin and Jaekwoun Shim

Educ. Sci. 2021, 11(1), 18; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11010018 - 04 Jan 2021

Cited by 8 | Viewed by 4085

Abstract

The quality of teaching and teacher plays a significant role in enhancing students’ cognitive and motivational development. The purpose of this study was to identify longitudinal trajectories of student perceptions of mathematics teachers’ professional competence, and to examine how these trajectories were related to students’ engagement and achievement in mathematics and their choice of college major. The data used for analysis were obtained from the Seoul Education Longitudinal Study, a study of 2714 secondary students who were followed up for five successive years. Results showed four heterogeneous trajectories of students’ perceptions of teacher competence, and these trajectories were associated with students’ engagement and achievement in mathematics. In addition, those who consistently perceived their mathematics teachers to be highly competent and whose perceptions of their teachers’ competence became more positive over time were more likely than other students to choose math-intensive majors. These findings imply longitudinal links between mathematics teachers’ professional competence as perceived by their students and students’ choice of college major as well as their engagement and achievement in mathematics. Full article

(This article belongs to the Special Issue Teachers Matter—Improving Recruitment, Retention and Development of Teachers)

► Show Figures

Figure 1

33 pages, 14249 KiB

Open AccessArticle

Mid-Career Teachers: A Mixed Methods Scoping Study of Professional Development, Career Progression and Retention

by Josephine Booth, Mike Coldwell, Lisa-Maria Müller, Emily Perry and James Zuccollo

Educ. Sci. 2021, 11(6), 299; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11060299 - 16 Jun 2021

Cited by 11 | Viewed by 5563

Abstract

Globally, there are ongoing problems with teacher retention, leading to a loss of experience and expertise. In policy and research, the emphasis is often on the professional development and retention of early career teachers, whereas teachers in later stages of their career are relatively under-represented. This article addresses this imbalance, reporting on a mixed methods scoping study that explores definitions of mid-career teachers in England and their retention and development, via a literature review, primary data collection and secondary analysis of data from the OECD’s TALIS 2018 survey. We found that there is no agreed definition of mid-career teacher, relating to time in teaching, role and wider life circumstances and self-definition. Whatever definition is used, mid-career teachers are a heterogenous group, with varying needs, career plans and commitment to the profession. Whilst typically confident in their practice, their learning needs vary and are often experienced as unmet, especially for those looking for progression routes outside leadership and those with family commitments. This indicates that their potential for career development to benefit the profession may not be reached. The article concludes with suggestions for further study, policy and practice to improve understanding of this under-researched group. Full article

(This article belongs to the Special Issue Teachers Matter—Improving Recruitment, Retention and Development of Teachers)

► Show Figures

Figure 1

Journal Menu

Journal Browser

Teachers Matter—Improving Recruitment, Retention and Development of Teachers

Share This Special Issue

Special Issue Editors

Special Issue Information

Keywords

Published Papers (14 papers)

Further Information

Guidelines

MDPI Initiatives

Follow MDPI