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How is life as a recently qualified teacher? New evidence from a longitudinal cohort study in England

Jerrim, J; (2020) How is life as a recently qualified teacher? New evidence from a longitudinal cohort study in England. British Journal of Educational Studies 10.1080/00071005.2020.1726872. (In press). Green open access

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Abstract

England is currently facing a crisis in the recruitment and retention of teachers, with one-in-three newly qualified staff leaving the profession within five years of completing their training. This paper investigates several different aspects of the lives of recently qualified teachers in England, including their life satisfaction, mental health, working hours and their social lives. Recently qualified teachers are found to have higher-levels of life-satisfaction than their peers working in other professional/graduate jobs, despite working longer hours for little extra pay. They are also less likely to believe that Britain is a place where hard work gets rewarded. Yet there is no evidence that recently qualified teachers have worse mental health outcomes, or have a less active social life, than young people working in other jobs.

Type: Article
Title: How is life as a recently qualified teacher? New evidence from a longitudinal cohort study in England
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/00071005.2020.1726872
Publisher version: https://doi.org/10.1080/00071005.2020.1726872
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Social Sciences, Education & Educational Research, next steps, newly qualified teachers, occupation, mental health, teachers
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 - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10095821
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