A summary of initiatives to address teacher shortages in hard-to-staff schools in the Anglosphere

Journal article


McPherson, Amy Kathleen, Lampert, J. and Burnett, Bruce Munro. (2024). A summary of initiatives to address teacher shortages in hard-to-staff schools in the Anglosphere. Asia-Pacific Journal of Teacher Education. 52(3), pp. 332-349. https://doi.org/10.1080/1359866X.2024.2323936
AuthorsMcPherson, Amy Kathleen, Lampert, J. and Burnett, Bruce Munro
Abstract

This article brings together a number of key issues that emerge in research around the problem of teacher shortages in hard-to-staff schools. It offers a broad overview of the hard-to-staff schooling sector as discussed in recent academic literature and provides a context-specific overview of the literature around workforce shortages in hard-to-staff schools with relevancy for high poverty contexts. In line with Williams et al. (2022) position on “Local Strategies, Global Inspiration,” this paper focuses on the problem of teacher shortages in hard-to-staff schools in Australia while looking to both Australian and broader Anglosphere literature (p.120) to reconsider responses to teacher recruitment and retention. The paper begins with a survey of the current state of this issue of workforce shortages in hard-to-staff schools in Australia. Turning our attention to literature from both Australia and Anglosphere countries, the summary then focuses on the specific initiatives and mechanisms employed for recruiting and retaining teachers in hard-to-staff schools, particularly the organisational contributions of Initial Teacher Education that support recruitment into hard-to-staff schools. The article concludes by highlighting limitations and critiques of hard-to-staff initiatives in the literature to inform policy and organisational considerations when addressing the issue of teacher shortages going forward.

KeywordsHard to staff schools; teacher shortages; high poverty schools; initial teacher education
Year01 Jan 2024
JournalAsia-Pacific Journal of Teacher Education
Journal citation52 (3), pp. 332-349
PublisherRoutledge
ISSN1359-866X
Digital Object Identifier (DOI)https://doi.org/10.1080/1359866X.2024.2323936
Web address (URL)https://www.tandfonline.com/doi/full/10.1080/1359866X.2024.2323936#abstract
Open accessOpen access
Research or scholarlyResearch
Page range332-349
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online04 Mar 2024
Publication process dates
Accepted08 Feb 2024
Deposited05 Sep 2024
Additional information

© 2024 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 publicationAustralia
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