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（ECTs）的流失率一直居高不下，教育部一直记录着超过30%的ECT在前五年内离开了这个行业，纳菲尔德基金会报告说，目前中学的招聘目标很可能会在2023/24学年的招聘中错过约50%。其中，服务于经济弱势社区的学校受到的影响尤为严重。来自教育政策研究所（EPI）的流行病前数据显示，受教育程度上的差距已经使经济弱势的学生在参加普通中等教育证书考试时落后于富裕的同龄人18个多月。与对在大流行后背景下离开或打算离开教师的研究不同，本项目侧重于理解为什么在为弱势学生服务的充满挑战的学校中，教师会留下来。这项研究将在两年的时间里收集和分析教师在前六年教学中的观点。将探讨影响教师承诺的因素的相互作用，包括：同事关系和信任；自豪感、道德目的、信心、身份和效能感；个人因素：领导者的价值观、品质、技能、行动、政策和实践。教师将从为经济脆弱社区服务的精选中小学中挑选，这些学校被认为是成功的，例如，由于学生成绩一直高于预期。在此过程中，该研究将寻求为政策制定者和学校领导提供见解，了解早期职业教师如何以及为什么保持他们的承诺。

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.