What Works to Retain Beginning Teachers in the Profession? A Mixed Methods Approach to Detect Determining Factors
This study investigates the determinants of teacher retention, focusing on the Flemish region of Belgium, where early-career teacher attrition presents a significant challenge. Employing a mixed methods approach, the research combines quantitative survey data (<i>N</i> = 133) and qualita...
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| Format: | Article |
| Language: | English |
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MDPI AG
2024-11-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/12/1319 |
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| author | Muhammet Safa Göregen Els Tanghe Wouter Schelfhout |
| author_facet | Muhammet Safa Göregen Els Tanghe Wouter Schelfhout |
| author_sort | Muhammet Safa Göregen |
| collection | DOAJ |
| description | This study investigates the determinants of teacher retention, focusing on the Flemish region of Belgium, where early-career teacher attrition presents a significant challenge. Employing a mixed methods approach, the research combines quantitative survey data (<i>N</i> = 133) and qualitative interviews (<i>N</i> = 12) to examine variables related to <i>initial guidance</i> (general support, learning and sharing with colleagues, mentoring) and the <i>supportive school context</i> (sense of belonging at school, cooperation, clear goals and support, appreciative school leadership). The findings demonstrate that key elements within the supportive school context—particularly sense of belonging, cooperation, clear goals, and appreciative leadership—have a positive influence on teacher retention. Conversely, general support within initial guidance exhibits a comparatively weaker predictive value. The qualitative analysis reveals inconsistencies in the provision and quality of initial guidance support across schools, which adversely impacts teachers’ professional integration and job satisfaction. The study concludes that the implementation of structured support systems, well-defined goals, and appreciative leadership are critical for improving retention rates. These findings underscore the necessity for schools to adopt both individualized and institutional strategies to address early-career teacher attrition effectively. |
| format | Article |
| id | doaj-art-f0cb1b22a97e4d41a3239ebf7d896c8a |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-11-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-f0cb1b22a97e4d41a3239ebf7d896c8a2024-12-27T14:22:29ZengMDPI AGEducation Sciences2227-71022024-11-011412131910.3390/educsci14121319What Works to Retain Beginning Teachers in the Profession? A Mixed Methods Approach to Detect Determining FactorsMuhammet Safa Göregen0Els Tanghe1Wouter Schelfhout2Faculty of Social Sciences, Antwerp School of Education, University of Antwerp, 2000 Antwerp, BelgiumFaculty of Social Sciences, Antwerp School of Education, University of Antwerp, 2000 Antwerp, BelgiumFaculty of Social Sciences, Antwerp School of Education, University of Antwerp, 2000 Antwerp, BelgiumThis study investigates the determinants of teacher retention, focusing on the Flemish region of Belgium, where early-career teacher attrition presents a significant challenge. Employing a mixed methods approach, the research combines quantitative survey data (<i>N</i> = 133) and qualitative interviews (<i>N</i> = 12) to examine variables related to <i>initial guidance</i> (general support, learning and sharing with colleagues, mentoring) and the <i>supportive school context</i> (sense of belonging at school, cooperation, clear goals and support, appreciative school leadership). The findings demonstrate that key elements within the supportive school context—particularly sense of belonging, cooperation, clear goals, and appreciative leadership—have a positive influence on teacher retention. Conversely, general support within initial guidance exhibits a comparatively weaker predictive value. The qualitative analysis reveals inconsistencies in the provision and quality of initial guidance support across schools, which adversely impacts teachers’ professional integration and job satisfaction. The study concludes that the implementation of structured support systems, well-defined goals, and appreciative leadership are critical for improving retention rates. These findings underscore the necessity for schools to adopt both individualized and institutional strategies to address early-career teacher attrition effectively.https://www.mdpi.com/2227-7102/14/12/1319beginning teachersteacher retention and attritionsupportive school contextschool policy developmentteacher retention effectivenessmixed methods research |
| spellingShingle | Muhammet Safa Göregen Els Tanghe Wouter Schelfhout What Works to Retain Beginning Teachers in the Profession? A Mixed Methods Approach to Detect Determining Factors Education Sciences beginning teachers teacher retention and attrition supportive school context school policy development teacher retention effectiveness mixed methods research |
| title | What Works to Retain Beginning Teachers in the Profession? A Mixed Methods Approach to Detect Determining Factors |
| title_full | What Works to Retain Beginning Teachers in the Profession? A Mixed Methods Approach to Detect Determining Factors |
| title_fullStr | What Works to Retain Beginning Teachers in the Profession? A Mixed Methods Approach to Detect Determining Factors |
| title_full_unstemmed | What Works to Retain Beginning Teachers in the Profession? A Mixed Methods Approach to Detect Determining Factors |
| title_short | What Works to Retain Beginning Teachers in the Profession? A Mixed Methods Approach to Detect Determining Factors |
| title_sort | what works to retain beginning teachers in the profession a mixed methods approach to detect determining factors |
| topic | beginning teachers teacher retention and attrition supportive school context school policy development teacher retention effectiveness mixed methods research |
| url | https://www.mdpi.com/2227-7102/14/12/1319 |
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