- Title: The five-year itch: Motivational factors that influence the career decisions of early career teachers in England
- Authors: Thomas Procter-Legg, Rebecca J. S. Snell, Robert M. Klassen
- Access the original paper here
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Paper summary
This academic article explores the motivational factors influencing early career teachers’ (ECTs) decisions to stay or leave the profession in England. The study identifies key “push” and “pull” factors, such as the increasing complexity and relentlessness of the role, its emotional impact, alongside the profound sense of belonging and the development of a positive professional identity. Using Self-Determination Theory, the research highlights how supporting ECTs’ needs for autonomy, competence, and relatedness can significantly reduce their intentions to quit. The findings offer implications for policy and practice, suggesting improvements to teacher training, support systems, and career development pathways to enhance teacher retention.
If teachers are to remember one thing from this study, it should be…
Teachers should remember that fostering a positive professional identity and cultivating meaningful relationships within the school community and with students are crucial. This autonomous motivation significantly reduces intentions to quit, supporting well-being and retention, especially in the first five years of their careers.
*** Paper deep dive ***
Define the key technical terms used in the paper
The study investigates push factors (increasing quitting intentions) and pull factors (reducing quitting intentions).
Early Career Teachers (ECTs) refers to teachers in their first five years of professional practice, a period with the highest rate of attrition.
Self-Determination Theory (SDT) is a psychological theory exploring motivations, well-being, and decision-making, distinguishing between autonomous and controlled motivation.
Autonomous motivation signifies undertaking a task with willingness, volition, and intrinsic enjoyment, leading to greater well-being and persistence.
SDT emphasizes the fulfillment of three basic psychological needs: autonomy (feeling in control), competence (feeling capable), and relatedness (feeling connected to others).
What are the characteristics of the participants in the study?
The study included 20 Early Career Teachers (ECTs) from state-funded primary, secondary, and special schools in England. All participants had less than 5 years’ teaching experience. The group was diverse in age and gender, largely reflecting the demographics of teachers in England.
What does this paper add to the current field of research?
This paper uniquely applies Self-Determination Theory to explore the motivational needs and perspectives of Early Career Teachers (ECTs), an area previously underexplored. It identifies specific push and pull factors influencing their career decisions, highlighting that autonomous motivation reduces quitting intentions.
What are the key implications for teachers in the classroom?
Based on the study, there are several key implications for teachers in the classroom, particularly for early career teachers (ECTs) in England:
- The increasing complexity of the teaching role impacts classroom practice by creating additional non-student-facing administrative duties. This can hinder teachers’ ability to focus on student interaction and their core teaching responsibilities. For example, managing the increasing number of students with Education, Health and Care Plans (EHCPs) adds to the administrative burden, potentially taking time away from direct teaching and support within the classroom. Teachers may feel ill-equipped to handle the multifaceted needs of students, leading to anxiety and low self-efficacy in the classroom.
- Fostering a sense of belonging and positive relationships with students is a significant motivator for teachers. The desire to see student progress and have a positive impact on their academic, social, and emotional growth can be a strong retaining force. Positive relational interactions with students can reinforce teachers’ career decisions and make them feel that their work with young people is rewarding.
- The emotional impact of teaching can significantly affect teachers’ well-being and their behavior in the classroom. Negative interactions with students and a perceived lack of support from senior leaders can lead to teachers questioning their impact and exhibiting negative behaviors. Feelings of irritability and intolerance towards mistakes can spill over into the classroom environment. Experiencing challenging student behavior without adequate support can also negatively impact teachers’ personal and emotional autonomy.
- A strong professional identity, often linked to supportive departments and positive professional connections, acts as a pull factor for teachers in the classroom. When teachers feel valued and their contributions are recognized, it can positively influence their engagement and effectiveness in the classroom. Positive feedback from students can also be a powerful motivator and reinforce their sense of mattering in the lives of their students.
- The relentlessness and lack of work-life balance in teaching can diminish teachers’ enthusiasm and potentially lead to burnout, affecting their presence and effectiveness in the classroom. The constant demands of the job and the pressure to always be “on” can make it difficult for teachers to bring their best selves to the classroom.
- Meeting teachers’ basic psychological needs of autonomy, competence, and relatedness is crucial for their well-being and their ability to support the psychological needs of students. When teachers feel agentic and in control (autonomy), effective and capable (competence), and connected to others (relatedness), they are better equipped to create a positive learning environment. Conversely, when these needs are not met, teachers are not only at greater risk of leaving but are also less equipped to support their students. For instance, a lack of leadership support can lead to a perceived lack of autonomy, competence, and relatedness, negatively impacting well-being.
- Autonomous motivation, driven by intrinsic interest and a sense of choice, is linked to reduced quitting intentions and increased contentment in teaching. Classroom environments that support teachers’ autonomy, competence, and relatedness foster autonomous motivation, which can lead to personal development and a greater desire to remain in the profession and be effective in the classroom.
In summary, the study highlights that factors beyond just curriculum and pedagogy significantly impact teachers in the classroom. Their workload, emotional well-being, sense of belonging, professional identity, and the extent to which their basic psychological needs are met all play a crucial role in their effectiveness and their decision to remain in the profession, which ultimately affects the learning experiences of students.
Why might teachers exercise caution before applying these findings in their classroom?
The findings are based on interviews with serving teachers and do not include perspectives of those who left or track changes over time. Additionally, the study did not consider individual school characteristics or contextual geographic information, which could affect direct applicability to diverse classroom settings.
Quote
“I was thinking of going and I got a lot of … validation from the kids [who] changed my mind completely. They really did. And I just thought … I matter so much in these kids’ lives; I can’t afford to go
