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Understanding why teachers enter, stay, move around and leave the profession could provide a basis for recommendations to address teacher recruitment and retention. This study combines a qualitative systematic review of previous research around the world with a primary interview study of 44 early career teachers in England. Thematic analysis was used to analyse data into themes. The study reports on the following influences on teachers’ career decision-making: caregiving, health, a supportive administration, job security, feelings of the school, passion for their subject and teaching, and the influence of previous teachers. This work can be used by school leaders and administrators, teacher training providers and wider policymakers to adapt practical strategies to address the global teacher shortage.