Teacher Retention: Hyperaccountability and the Emotions of Teaching

• In Event: 61.029 - Educators and Emotional Labor: Coping With the Emotions of Teaching

Abstract

This paper uses data from a survey to 3,500 teacher education graduates from the largest teacher training institution in England, to present evidence that the rise of a culture of performativity and hyper accountability in education affects teachers' working lives more significantly than workload itself, and is a key reason behind the current international crisis in retention. It suggests that policy responses in the UK and USA such as reducing workload and increasing pay and support will not make a difference, as part of the problem lies within the culture of teaching, accountability, the constant scrutiny and the need to perform.

Authors

• Jane Perryman, UCL Institute of Education

• Graham Calvert

• Clare Brooks, UCL Institute of Education