Recent onderzoek in U.K. over de problematiek van leraren die na enkele jaren het onderwijs verlaten en het tekort aan leraren hoeft niet blind geëxtrapoleerd te worden naar Vlaanderen maar kan toch knelpunten aanbrengen die minstens een aanzet kunnen zijn tot reflectie bij onze beleidsmakers.
https://www.nfer.ac.uk/publications/NUFS03/
This study aims to gain a deeper understanding of the dynamics within the teacher workforce in England. The study will inform policy makers and system leaders to help formulate effective responses to this complex issue and meet the challenge of increasing demand for teachers.
We will use data from the School Workforce Census to determine the key factors associated with a teacher leaving the profession (retention), moving within the sector (turnover) and returning to the profession. We will also undertake new statistical analysis using data from the Understanding Society survey to understand the external and personal factors that are associated with teacher labour market behaviour. Using data analysis and stakeholder interviews, we will draw comparisons between teaching and other public sector professions, particularly nursing and policing.
In een kwalitatief onderzoek (2018) Factors affecting teacher retention: qualitative investigation wordt op een exploratieve en diepgaande wijze gezocht naar de redenen waarom leraren vroegtijdig het beroep verlaten.
Workload remains the most important factor influencing teachers’ decisions to leave the
profession and most suggested that the solutions to address retention also have some
link to workload. Teachers’ suggestions of potential solutions and their specific response
to the three discussion prompts highlight the challenges in dealing with retention in the
sector. More fundamentally it illustrates that for most teachers who have left the
profession, the potential solution for keeping them in teaching or attracting them back is
not straightforward. Most are not looking for a fundamental change to the teaching role
and associated responsibilities, but instead are looking for solutions to focus on reducing
workload, consideration of teachers’ well-being and professionalism and for effective
support at a school level to be available.