Teacher recruitment and retention in schools in socio-economically disadvantaged areas in England

Project Overview

There are currently significant challenges in teacher recruitment and retention in England, with schools serving disadvantaged communities in particular facing even greater challenges in recruiting and retaining teachers.

Recent research has pointed to the gravity of the issue of teacher shortage and its negative impact on disadvantaged schools, especially on education quality. To better understand the strategies employed by English schools in socio-economically disadvantaged areas to support teacher recruitment and retention, the NIoT, with support from the National Foundation for Educational Research (NFER), is conducting a review of practice across a large sample of schools serving disadvantaged areas in England.

The research includes two phases:

1. Desk-based review and analysis of school job advertisements in 55 EIAs (Education Investment Areas);
   
2. Survey issued to staff in our four founding Multi-Academy Trusts and Associate Colleges located within EIAs.

The findings from this review will help us to build a more in-depth and nuanced understanding of recruitment and retention strategies in disadvantaged areas and indicate which of these strategies are perceived by teachers as most effective.

Research Aims

This review of practice aims to answer the following research questions:

• What are the teacher recruitment and retention strategies used in primary and secondary schools in England in socio-economically challenging areas?
  
• What is the perceived importance of these strategies?

Summary of Findings

The review identified five key themes for teacher recruitment and retention in disadvantaged schools: working environment, career development, staff welfare, financial incentives, and work/life balance. The working environment was the most emphasised, focusing on supportive school communities, transparent leadership, and quality school facilities. Career development opportunities included professional development, promotion pathways and mentoring, particularly for Early Career Teachers. Staff welfare highlighted wellbeing programs and counselling services, while financial incentives offered benefits like healthcare, childcare, and salary bonuses. Work/life balance strategies, such as flexible working and workload reduction, were mentioned but less frequently emphasised.

Teachers surveyed prioritised balanced workloads, respect for teachers, and effective leadership as the most important factors for recruitment and retention, outweighing financial incentives or bonuses. Additional priorities included job security, smaller class sizes, and better preparation for new teachers. While financial incentives were acknowledged, non-financial aspects, such as supportive colleagues and professional development, were viewed as more impactful, highlighting the need for a comprehensive approach to attract and retain teachers in disadvantaged schools.

Key Takeaways

Emphasis on School Ethos: Schools in disadvantaged areas prioritise creating a supportive and inclusive working environment, with strong emphasis on values, ethos, and community to attract new teachers.

Career Development as a Priority: Opportunities for professional growth and leadership progression are central to recruitment and retention strategies, highlighting the importance of investing in teacher development.

Leadership and Workload Impact Retention: Effective school leadership and manageable workloads are consistently identified as the most important factors for retaining teachers in challenging areas.

Non-Financial Incentives Take Precedence: While financial incentives are acknowledged, schools focus more on fostering professional respect and offering intrinsic motivators, such as meaningful career development opportunities

Project Team

• Professor Sin Wang Chong, Honorary Research Professor & Head of Evidence Synthesis, NIoT
• Dr Melissa Bond, Research Fellow, NIoT
• Dr Violeta Negrea, Research Fellow, NIoT
• Dr Emily Oxley, Research Fellow, NIoT
• Qi Liu, Research Assistant, NIoT
• Ming Sum Kong, Research Assistant, NIoT
• Jack Worth, Lead Economist, NFER

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