Existing research on teacher attrition and retention primarily focuses on teachers’ reasons for leaving the profession (Perrachione & Rosser 2008, Shields & Mullen 2020) apparently on the assumption that knowledge of reasons for dropout creates basis for insights into retention by reversing the signs. However, teacher attrition and teacher retention are not necessarily the opposite ends of a unidimensional construct. From a developmental perspective it is arguably more constructive – conceptually and educationally – to draw attention to what keep teachers in the profession rather than their reasons for leaving.

In this symposium we will examine teachers’ reasons for staying in the profession with particular focus on teachers in public primary and secondary schools. The conceptualization of the field goes beyond the physical retention of teachers because, as Johnson and her colleagues (2005) have argued, quite rightly, that student learning needs to be the ‘worthy goal’ of teacher retention. Drawing on empirical research from a diverse range of theoretical, conceptual, methodological and disciplinary backgrounds and educational contexts, the symposium contributes to an incipient research interest in exploring why teachers stay and what schools and education systems can do to keep committed and passionate teachers for the education of all students. The scientific ambition is to create a research-informed knowledge foundation for working proactively with the problem, rather than reactively, thereby shifting the approach from prevention to a more positive discourse in relation to the teaching profession.

We will likewise focus on the concept of retention as its conceptual underpinnings remain largely unexplored and is often reduced to being the opposite of attrition. Thus, it is also an aim with the symposium to expose the concept of retention by exploring and challenging its conceptual foundation(s).

Johnson, S. M., Berg, J. H., & Donaldson, M. L. (2005). A Review of the Literature on Teacher Retention. Harvard Graduate School of Education. Perrachione, B. A., Rosser, V.J. & Petersen, G. J. (2008). Why do they stay? Elementary teachers’ perceptions of job satisfaction and retention. The professional Educator 32(2), 1-17. Shields, L.B. & Mullen, C.A. (2020): Veteran Teacher Resilience: Why do they stay? Springer.