Thompson, Clare; Waldeck, Daniel; Holliman, Andrew; (2025) Exploring Teachers’ Experience of Occupational Value and Global Accountability Reforms: A Qualitative Inquiry. Education Sciences , 15 (2) , Article 254. 10.3390/educsci15020254.

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Abstract

Teachers’ feelings of occupational or professional value (that is, the subjective experience of feeling a sense of competence or enjoyment derived from undertaking occupational activities or tasks) can significantly influence the retention of the workforce. The United Kingdom (UK) is currently undergoing a teacher shortage, which, despite efforts to strengthen recruitment, has failed to reduce attrition rates to an acceptable level. Through the lived experience of UK primary school teachers, this study aims to deepen our understanding of occupational value. It explores the various factors that shape this value while also examining the ways in which accountability measures influence these dynamics. Semi-structured interviews were conducted with 10 UK primary school teachers. A thematic analysis revealed three main influential themes: Holistic Wellbeing; Professional Wellbeing; and Educational Dynamics. These results emphasise the importance of occupational value for the recruitment and retention of high-quality teachers. They also indicate that supportive collaboration and constructive accountability can positively influence perceptions of occupational value as well as personal resilience. Further research is needed in this area to substantiate these preliminary findings.

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