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

在英格兰，早期职业教师(ECT)的高流失率持续存在，DFE记录的早期职业教师(ECT)在头五年内离职的比例一直超过30%，纳菲尔德基金会报告称，由于未来2023/24学年的人员配备，目前中学的招聘目标可能无法实现约50%。在这方面，学校为经济弱势群体提供服务的影响尤为严重。疫情爆发前，来自教育政策研究所(EPI)的数据显示，在参加GCSE考试时，教育程度的差距已经让经济状况较差的学生落后于较富裕的同龄人超过18个月。与疫情后对离开或打算离开这一职业的教师的研究不同，该项目侧重于了解为什么在具有挑战性的环境中，学校的教师为弱势学生服务，为什么他们会留下来。这项研究将收集和分析教师在两年内头六年的教学观点。将探讨影响教师承诺的因素之间的相互作用，包括：合作和信任的关系：自豪感、道德目的、自信、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。教师将从为经济脆弱社区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，由于学生的成绩一直高于预期。通过这样做，这项研究将寻求为政策制定者和学校领导人提供关于早期职业教师如何以及为什么保持他们的承诺的见解。

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.