The DOI matches its Crossref record; 34 of the 34 references it cites were found in a registry or an index.
WHAT MOTIVATES PEOPLE TO TEACH, AND WHY DO THEY LEAVE? ACCOUNTABILITY, PERFORMATIVITY AND TEACHER RETENTION
Open accessAbstract
A longstanding problem in the teacher workforce, internationally and in the UK, is the continuing and substantial numbers of qualified teachers who leave the profession within five years. This paper uses data collected from a survey to the last five years of teacher education graduates of UCL Institute of Education (IOE) in London, to explore what originally motivated them to teach, and the reasons why they have left or may consider leaving in the future. We discovered that despite claiming to be aware of the challenges of workload before entering teaching, workload was the most frequently cited reason for having left, or for leaving in the future. The data spoke to the reality of teaching being worse than expected, and the nature (rather than the quantity) of the workload, linked to notions of performativity and accountability, being a crucial factor. This paper draws on a substantial new source of data and explores reasons for leaving in the context of reported initial motivation of individuals who have left teaching, individuals who are planning to leave and individuals who are planning to stay in teaching.
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“Teacher retention is a long‐standing problem (Foster, 2019), mainly due to the recognized demands and stresses of the job, which has an impact on teacher well‐being and mental health (Perryman & Calvert, 2020).”
From Primary‐secondary school transition under Covid‐19: Exploring the perceptions and experiences of children, parents/guardians, and teachers (2022) · cites this paper as Perryman & Calvert, 2020
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Cites
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Cited by
Jerrim, J., & Sims, S. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103395 · Cited by 131
Pan, H.-L. W., Chung, C.-H., & Lin, Y.-C. (2023) · Sustainability · doi:10.3390/su15075804 · Cited by 59
Bagnall, C. L., Skipper, Y., & Fox, C. L. (2022) · British Journal of Educational Psychology · doi:10.1111/bjep.12485 · Cited by 31
Cann, R. F., Sinnema, C., Daly, A. J., Rodway, J., & Liou, Y.-H. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.775614 · Cited by 29
‘A Tipping Point’ in Teacher Retention and Accountability: The Case of Inspection
Perryman, J., Bradbury, A., Calvert, G., & Kilian, K. (2025) · British Journal of Educational Studies · doi:10.1080/00071005.2024.2439791 · Cited by 22
Self-citation
Metadata
- Authors
- Perryman, J., & Calvert, G.
- Venue
- British Journal of Educational Studies
- Publisher
- Informa UK Limited
- Published
- 2019-04-01
- Volume
- 68
- Issue
- 1
- Pages
- 3-23
- ISSN
- 0007-1005 (ISSN-L)
- 1467-8527
- OpenAlex
- W2929321846
- Cited by
- 353
- References
- 34
- FWCI
- 70.14
- Type
- journal article
- Language
- en
- Open access
- green
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
