- 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 research article, “The five-year itch: Motivational factors that influence the career decisions of early career teachers in England,” investigates why many new teachers in England leave the profession within their first five years. Through qualitative interviews with twenty early career teachers, the study identifies key motivational factors that either encourage them to stay (pull factors) or push them to consider leaving (push factors). Applying Self-Determination Theory, the authors explore how teachers’ needs for autonomy, competence, and relatedness are met or unmet, influencing their job satisfaction and retention. The findings highlight the importance of positive professional identities and a sense of belonging in keeping teachers in the classroom, while workload, emotional impact, and a feeling of being overwhelmed contribute to attrition.
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.
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
