How successful schools serving vulnerable communities retain the commitment of early career teachers: a socio-cultural investigation

为弱势社区服务的成功学校如何保留早期职业教师的承诺：社会文化调查

• 批准号: 2873083
• 金额: --
• 依托单位: University of Nottingham
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2873083
• 关键词: How; successful; schools; serving; vulnerable

There is a persistent trend of high attrition among early career teachers (ECTs) in England, with the DfE consistently recording more than 30% of ECT leaving the profession within their first five years and The Nuffield Foundation reporting that current recruitment targets for secondary schools are likely to be missed by around 50% for staffing the 2023/24 school year ahead. Within this, the effects are particularly acute schools serving economically vulnerable communities. Pre- pandemic figures from the Education Policy Institute (EPI) show that the gap in educational attainment already leaves economically vulnerable pupils over 18 months behind their more affluent peers by the time they take their GCSEs.In contrast to research on teachers who leave or intend to leave the profession in a post pandemic context, this project focuses on understanding why teachers in schools in challenging circumstances serving disadvantaged pupils, stay. The study will gather and analyse the perspectives of teachers in their first six years of teaching over a two-year period. The interplay of factors which have been shown to influence teachers' commitment will be explored, including: relationships of collegiality and trust: feelings of pride, moral purpose, confidence, identity and efficacy: personal factors: leaders' values, qualities, skills, actions, policies and practices. The teachers will be drawn from a selection of primary and secondary schools serving economically vulnerable communities which are considered successful due, for example, to consistently higher than expected student achievement. In doing so, the research will seek to provide insights for policy makers and school leaders into how and why early career teachers maintain their commitment.

英格兰的早期职业教师 (ECT) 存在持续的高流失趋势，根据 DfE 的记录，超过 30% 的 ECT 在其职业生涯的头五年内就离开了该职业，而纳菲尔德基金会报告称，目前中学的招聘目标是未来 2023/24 学年的人员配置可能会缺失约 50%。其中，影响尤其严重的是为经济脆弱社区服务的学校。教育政策研究所 (EPI) 的疫情前数据显示，经济弱势学生在参加 GCSE 考试时，受教育程度的差距已经使他们落后于较富裕的同龄人 18 个月以上。为了让这个职业留在大流行后的背景下，该项目的重点是了解为什么在充满挑战的环境下为弱势学生服务的学校教师会留下来。该研究将收集并分析教师在两年的前六年教学中的观点。将探讨影响教师承诺的因素之间的相互作用，包括： 合作和信任关系：自豪感、道德目标、信心、身份和效能： 个人因素：领导者的价值观、素质、技能、行动、政策和做法。教师将从为经济弱势群体服务的一些小学和中学中挑选出来，这些学校被认为是成功的，例如，学生成绩始终高于预期。在此过程中，该研究将寻求为政策制定者和学校领导提供关于早期职业教师如何以及为何保持承诺的见解。