“No matter what is thrown at you, you still–inside your core–want to teach”: the role of calling in retention of secondary school teachers in England

Abstract

Retention of teachers in England is poor, yet many stay in the profession. Exploring why teachers remain, as well as why they leave, can improve understanding of retention. The aim of this study therefore is to investigate qualitative accounts of secondary-school teachers about factors contributing to decisions to stay or leave teaching. Eleven semi-structured interviews were conducted with early career teachers, established teachers, and teachers who had left or were leaving teaching. Data was analysed thematically. Findings showed that teachers wanted more autonomy in their work to focus on student needs, develop their subject passion, and nurture collegial relationships. However, accountability, bureaucracy, inadequate resourcing, and top-down directives stifled their ability to craft their work and nurture their calling to teach. To improve retention, teachers should be provided with more opportunities to develop their calling as a work orientation. This requires organisational and culture change at the school and political level.