There is currently, in the context of the U.K. and other European countries, a crisis in the recruitment and retention of primary teachers. This is having an impact on the quality of teaching and learning and the efficient running of the educational system. This research explores the impact on primary teacher identity, commitment and career of an increase in performativity based policies and programmes on their work and their creativity. It has been argued that the performativity culture contributes negatively to teacher well-being, morale and commitment. The research provides in-depth knowledge of school organisation, school climate, and teacher culture; and teachers' subjective experiences of these. It highlights: positive; negative; contradictory; constraining; empowering; conflictual and tension inducing affects of these performative cultures. These insights put us in a position to inform policy by identifying what can be done at Government, local area, school and individual levels to reduce teacher wastage, improve morale, encourage vocational commitment, aid in avoiding identity crises and facilitate career planning. The project in the U.K, is linked to research in Sweden and Finland where the influence of performativity is at an earlier stage to that of the UK. These comparisons provide a powerful basis for the generation of theory which will in turn inform policy and practice in a European context.We are working closely with teachers and headteachers in the conduct of the research, thus, developing policies on recruitment and retention of teachers at school level. The paper will report some provisional findings from the project.