Continuity and Churn: Understanding and Responding to the Impact of Teacher Turnover

Autor/in	Menzies, Loic
Titel	Continuity and Churn: Understanding and Responding to the Impact of Teacher Turnover
Quelle	In: London Review of Education, 21 (2023) 1, Artikel 20 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Menzies, Loic)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8460
Schlagwörter	Faculty Mobility; Labor Turnover; Educational Strategies; Teacher Persistence; Trust (Psychology); Faculty Development; Foreign Countries; Collegiality; Student Centered Learning; School Culture; Teacher Placement; Decision Making; Disadvantaged; Minority Group Students; Looping (Teachers); Teacher Attitudes; Teacher Qualifications; Elementary School Teachers; Secondary School Teachers; Teacher Collaboration; Pedagogical Content Knowledge; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehrstrategie; Ausland; Kollegialität; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schulkultur; Schulleben; Decision-making; Entscheidungsfindung; Lehrerverhalten; Lehrqualifikation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Pädagogische Kompetenz
Abstract	Teacher turnover is a long-standing and worsening problem for schools in England. Strategies to reduce turnover have been extensively researched; however, in England, fewer studies have engaged with how turnover affects students and staff, or how this impact can be mitigated. This article synthesises research suggesting that the negative impact of high turnover is linked to its corrosive impact on trust, student-centric and institutional knowledge, and collaboration and collegiality. It proposes that schools need to intentionally nurture relationships, establish routines and culture at an institutional level and create opportunities for informal professional development. It also argues that decisions about teacher allocation or assignment can drive within-school churn, undermining continuity of care. Teacher allocation decisions have a particularly negative impact on socio-economically disadvantaged and minority ethnic students, but 'looping' may reduce within-school churn and enhance continuity of care. Looping has been studied in several countries, but further research is needed in the English context, particularly given that teachers report being open to the strategy, if it is supported by evidence. However, as this article highlights, there are potential tensions between reducing teachers' influence over allocation and the impact this might have on teacher satisfaction and retention, as well as potential tradeoffs between grade-specific and student-specific expertise. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01