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What makes minority ethnic teachers stay in teaching, or leave?

Tereshchenko, A; Mills, M; Bradbury, A; (2021) What makes minority ethnic teachers stay in teaching, or leave? Centre for Teachers & Teaching Research, UCL Institute of Education: London, UK. Green open access

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Abstract

This briefing note considers the findings of the BA/Leverhulme-funded research project ‘Retention of teachers from minority ethnic groups in disadvantaged schools’ on the retention factors for teachers from minority ethnic groups and outlines some implications for schools. There is a gap between the proportion of teachers and students from ethnic minority backgrounds in England. In 2019, 86% of all teachers were from a White British background, compared to 65% of pupils (UK Government, 2020). While efforts to recruit new teachers from minority ethnic backgrounds are important, these alone will not resolve the shortage. Nationally, retention is lower for minority ethnic teachers than for White British teachers (DfE, 2018). Understanding the retention of minority ethnic teachers is vital in addressing the imbalance between the proportion of teachers and pupils from minority ethnic backgrounds in teaching. The findings are based on interviews with 24 teachers, including 14 Black teachers, two mixed White and Black heritage teachers and eight teachers from different Asian backgrounds. Thirteen of these teachers were in the profession for over five years and nine for five or less years. Nine participants worked in primary and 15 in secondary schools (for details see Tereshchenko et al., 2020). Some of the factors affecting minority ethnic teacher retention are the same as those affecting teachers of majority background. Unsurprisingly, teachers are happiest in those schools where they feel valued, respected, have autonomy, connection with, and support from, colleagues and senior leaders, and clear paths for career progression. Our research has shown that some experiences affecting retention apply specifically to minority ethnic teachers.

Type: Report
Title: What makes minority ethnic teachers stay in teaching, or leave?
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.ucl.ac.uk/ioe/departments-and-centres/...
Keywords: teacher retention, BAME, diversity, racism
UCL classification: UCL
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 - Curriculum, Pedagogy and Assessment
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment > Centre for Teachers and Teaching Research
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/10127240
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