Teacher Workforce Dynamics in England: Nurturing, Supporting and Valuing Teachers

Autor/inn/en	Worth, Jack; Lynch, Sarah; Hilary, Jude; Rennie, Connie; Andrade, Joana
Institution	National Foundation for Educational Research (NFER) (United Kingdom)
Titel	Teacher Workforce Dynamics in England: Nurturing, Supporting and Valuing Teachers
Quelle	(2018), (139 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-9110-3982-2
Schlagwörter	Foreign Countries; Teacher Persistence; Faculty Mobility; Elementary School Teachers; Secondary School Teachers; Teacher Characteristics; Teaching Load; Job Satisfaction; Part Time Faculty; Teacher Salaries; Charter Schools; School Effectiveness; Achievement Rating; Urban Schools; Nurses; Police; Age; Teaching Experience; Teacher Supply and Demand; Stopouts; United Kingdom (England); United Kingdom (London) + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrdeputat; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerbesoldung; Lehrervergütung; Charter school; Charter-Schule; Schuleffizienz; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Alter; Lebensalter; Lehrerbedarf; Ausstieg
Abstract	With rising pupil numbers, shortfalls in the number of trainee teachers and an increasing proportion of teachers leaving the profession, retaining teachers who are already in the profession is vital for managing the current and future supply of teachers. This report draws out a number of key factors impacting on teacher retention and makes recommendations for policy makers and school leaders to help respond to these challenges. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01