UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Essays on the Recruitment and Retention of Teachers

Sims, Sam; (2018) Essays on the Recruitment and Retention of Teachers. Doctoral thesis (Ph.D), UCL (University College London). Green open access

[thumbnail of Sims_10053430_thesis__SamSims_PhDThesis_Final_NoPersonalInfo.pdf]
Preview
Text
Sims_10053430_thesis__SamSims_PhDThesis_Final_NoPersonalInfo.pdf

Download (1MB) | Preview

Abstract

Teachers are among the most important school inputs for pupil attainment (Hanushek, 2011). Despite this, economically-advanced countries experience recurring shortages of teachers, resulting in sub-optimal hiring and deployment of teachers and reduced pupil attainment. This thesis investigates the determinants of entry to and exit from the teaching profession in order to understand how these shortages can be reduced. Very little is known about the correlates of entry to the teaching profession. Non-cognitive skills and personality-type have been shown to be important predictors of occupational choice in general (Cobb-Clark & Tan, 2011; Nieken & Stormer, 2010). However, these have not been used to model entry to the teaching profession. Chapter 2 of this thesis uses rich data from a household panel survey to model entry to the profession. The model identifies groups of people who are up to four times more likely to enter teaching than the typical graduate. This information can be used to target recruitment efforts. Retaining teachers is also important for ensuring sufficient supply. Research using administrative data generally finds the proportion of disadvantaged pupils in a school to be the strongest correlate of turnover. However, recent literature suggests that working conditions are important omitted variables in such analysis. Chapter 3 uses data on teachers from thirty-five countries to develop a rich set of working conditions measures and uses these to model teacher job satisfaction and intention to quit. The results highlight the importance of school leadership and assigning teachers to subjects in which they have been trained. Chapter 4 builds on this analysis by evaluating the impact of a subject-specific professional development intervention for science teacher retention. Double- and triple-difference models suggest that participation in the programme improves retention in the profession, though not in the participant’s original school.

Type: Thesis (Doctoral)
Qualification: Ph.D
Title: Essays on the Recruitment and Retention of Teachers
Event: UCL (University College London)
Open access status: An open access version is available from UCL Discovery
Language: English
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities
URI: https://discovery.ucl.ac.uk/id/eprint/10053430
Downloads since deposit
1,019Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item