The regnant educational ideology introduced the Academy Act of 2010 and education has since had a trajectory towards privatisation, decentralisation and the laws of the marketplace (West and Bailey, 2013, p2). Neoliberal policies are at the forefront of education, as the aim is to convert the education system into markets through privatising educational services (Hursh, 2007). Schools are finding themselves to struggle with frequent and enforced regnant reforms, results-driven methods and high levels of accountability, and as a result, many teachers have been left feeling overworked, undervalued and professionally marginalised (Priestley et al., 2012, p3).
What are the factors which influence attrition on initial teacher training posts?
o To critically analyse the key elements underlying the attrition rates within the teaching profession.
o To explore contemporary pressures on teachers for example performativity agendas emerging from the marketisation of education.
o To seek to ascertain how initial training experiences may have influenced levels of attrition.
o To carry out a comprehensive systematic literature review and,
o To seek and understand the experience of initial teachers’ in training,
o To analyse questionnaires and interviews through a quantitative and qualitative analysis of data and comments from lives and experiences of teachers in England.
Discover a better future
According to The Office for National Statistics, ‘wastage’ among the English teaching population has reached 9.9 per cent per annum (DfE, 2017, p6); this equates to around 42,830 teachers leaving the profession every year. More concerning still, around four out of every ten of new teachers leave within their first five years. Because of constant changes etc issues such as teacher resilience are becoming ever more important.
What we are investigating.
As a result of the increasing demands on teachers, this research project aims to explore what has currently been written about this area. The research will be a meta-analysis of what has been written in this area and will then use the core themes to make suggestions. Field research will then be utilised via interviews, questionnaires and social media platforms using the hashtag #resilience2020
Online questionnaires will be posted publicly and or emailed individually to gather initial data.
Individuals will be selected under the criteria of pre teacher, NQT, early career (2-5 years) and teachers of five years plus.
Social media analytics will be used to analyse the #resilience2020 within a specific time period. (estimated to be 2019-2020).
It is hoped, that this research will conclude with a new social construct for teacher resilience. This will be sectioned into three parts grounded with an economic lens. As Dopfer, Foster and Potts (2004, p1) suggest that “the proper analytical structure of evolutionary economics is in terms of micro–meso–macro. Micro refers to the individual carriers of rules and the systems they organise, and macro consists of the population structure of systems of meso. Micro structure is between the elements of the meso, and macro structure is between meso elements. Thus, it is suggested that the new construct to be created takes the form of a three-part system, Micro which covers themes around personal resilience. Meso which covers those around social resilience and finally macro which covers those themes of economic resilience.