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What Helps to Improve Teacher Retention? A Pathway Analysis of Factors Affecting Retention

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Title: What Helps to Improve Teacher Retention? A Pathway Analysis of Factors Affecting Retention
Language: English
Authors: Jack Worth, Juan Manuel del Pozo Segura, Lisa Kuhn, National Foundation for Educational Research (NFER) (United Kingdom)
Source: National Foundation for Educational Research. 2026.
Availability: National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
Peer Reviewed: N
Page Count: 58
Publication Date: 2026
Sponsoring Agency: Nuffield Foundation (United Kingdom)
Document Type: Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Teacher Persistence, Faculty Mobility, Faculty Workload, Work Attitudes, Teacher Attitudes, Work Environment, Influences, Decision Making, Teacher Supply and Demand, Predictor Variables, Teacher Behavior, Intention, Well Being, Teacher Recruitment, Elementary School Teachers, Secondary School Teachers, Special Education Teachers, Foreign Countries
Geographic Terms: United Kingdom (England)
ISBN: 978-1-916567-49-8
Abstract: Teacher retention remains a key focus for education policy, with ongoing challenges in ensuring sufficient teacher supply, particularly for key subjects in secondary schools. A key Government objective is its pledge to recruit 'an additional 6,500 new expert teachers across secondary and special schools, and in our colleges, over the course of this Parliament'. Improving retention matters both for delivering this goal and for teacher sufficiency because, all else equal, more teachers retained leads to fewer vacancies, an increase in workforce size and lower ITT recruitment targets. This National Foundation for Educational Research (NFER) research, funded by the Nuffield Foundation, explores the factors associated with the leaving decisions of teachers, to understand in greater detail what actions policymakers might take to further improve teacher retention rates. The authors aim to address two main research questions: (1) To what extent, and under what circumstances, is stated intention to leave teaching a good predictor or leading indicator of actual leaving?; and (2) What factors -- particularly granular aspects of teacher workload -- are most associated with teacher job satisfaction and retention?
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED679720
Database: ERIC
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  Data: What Helps to Improve Teacher Retention? A Pathway Analysis of Factors Affecting Retention
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  Data: <searchLink fieldCode="AR" term="%22Jack+Worth%22">Jack Worth</searchLink><br /><searchLink fieldCode="AR" term="%22Juan+Manuel+del+Pozo+Segura%22">Juan Manuel del Pozo Segura</searchLink><br /><searchLink fieldCode="AR" term="%22Lisa+Kuhn%22">Lisa Kuhn</searchLink><br /><searchLink fieldCode="AR" term="%22National+Foundation+for+Educational+Research+%28NFER%29+%28United+Kingdom%29%22">National Foundation for Educational Research (NFER) (United Kingdom)</searchLink>
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  Data: National Foundation for Educational Research. The Mere, Upton Park, Slough, Berkshire, SL1 2DQ, UK. Tel: +44-1753-574123; Fax: +44-1753-637280; e-mail: enquiries@nfer.ac.uk; Web site: http://www.nfer.ac.uk
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  Data: 58
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  Data: 2026
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Mobility%22">Faculty Mobility</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Workload%22">Faculty Workload</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Attitudes%22">Work Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Environment%22">Work Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Supply+and+Demand%22">Teacher Supply and Demand</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Recruitment%22">Teacher Recruitment</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 978-1-916567-49-8
– Name: Abstract
  Label: Abstract
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  Data: Teacher retention remains a key focus for education policy, with ongoing challenges in ensuring sufficient teacher supply, particularly for key subjects in secondary schools. A key Government objective is its pledge to recruit 'an additional 6,500 new expert teachers across secondary and special schools, and in our colleges, over the course of this Parliament'. Improving retention matters both for delivering this goal and for teacher sufficiency because, all else equal, more teachers retained leads to fewer vacancies, an increase in workforce size and lower ITT recruitment targets. This National Foundation for Educational Research (NFER) research, funded by the Nuffield Foundation, explores the factors associated with the leaving decisions of teachers, to understand in greater detail what actions policymakers might take to further improve teacher retention rates. The authors aim to address two main research questions: (1) To what extent, and under what circumstances, is stated intention to leave teaching a good predictor or leading indicator of actual leaving?; and (2) What factors -- particularly granular aspects of teacher workload -- are most associated with teacher job satisfaction and retention?
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  Data: 2026
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  Data: ED679720
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED679720
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 58
    Subjects:
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Faculty Mobility
        Type: general
      – SubjectFull: Faculty Workload
        Type: general
      – SubjectFull: Work Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Work Environment
        Type: general
      – SubjectFull: Influences
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Teacher Supply and Demand
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Intention
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Teacher Recruitment
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: United Kingdom (England)
        Type: general
    Titles:
      – TitleFull: What Helps to Improve Teacher Retention? A Pathway Analysis of Factors Affecting Retention
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            NameFull: National Foundation for Educational Research (NFER) (United Kingdom)
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            NameFull: Jack Worth
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            NameFull: Juan Manuel del Pozo Segura
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            NameFull: Lisa Kuhn
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              M: 02
              Type: published
              Y: 2026
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              Value: 978-1-916567-49-8
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