Still standing : an ecological perspective on teachers remaining in hard-to-staff schools

Journal article

Lampert, J., McPherson, Amy Kathleen and Burnett, Bruce Munro. (2024). Still standing : an ecological perspective on teachers remaining in hard-to-staff schools. Teachers and Teaching: Theory and Practice. 30(1), pp. 116-130. https://doi.org/10.1080/13540602.2023.2294791

Publication dates
Authors	Lampert, J., McPherson, Amy Kathleen and Burnett, Bruce Munro
Abstract	In this paper, we investigate the working lives of three Australian teachers in the hardest-to-staff schools as they tell their stories of how teacher attrition has impacted them and others. Drawing on Zavelevsky & Shapira-Lishchinsky’s ecological framework (2020) we analyse their work-stories to better understand issues impacting the teaching workforce in a time of extreme teaching shortages. Part of a larger study on teachers who remain in hard-to-staff schools, here we focus not only on the challenges facing the education workforce but also on the insights that may lead to better strategies to retain teachers in the schools that need them most.
Keywords	Teacher retention; teachers’ narratives; ecological framework; teaching shortages; teaching workforce; hard-to-staff schools
Year	01 Jan 2024
Journal	Teachers and Teaching: Theory and Practice
Journal citation	30 (1), pp. 116-130
Publisher	Routledge
ISSN	1354-0602
Digital Object Identifier (DOI)	https://doi.org/10.1080/13540602.2023.2294791
Web address (URL)	https://www.tandfonline.com/doi/full/10.1080/13540602.2023.2294791
Open access	Published as ‘gold’ (paid) open access
Research or scholarly	Research
Page range	116-130
Publisher's version	OA_McPherson_2024_Still_standing_an_ecological_perspective_on.pdf License CC BY-NC-ND 4.0 File Access Level Open
Output status	Published
Online	17 Dec 2023
Publication process dates
Accepted	28 Nov 2023
Deposited	27 Aug 2024
Additional information	© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
	This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
Place of publication	United Kingdom

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