Supporting Teacher Retention and Career Progression: Fostering Early Career Teacher Self-Efficacy Through Reflective Practice and Professional Development

Attrition and turnover, Books and Chapters, Early career, Professional development, Professional status and identity, Retention, Stress and wellbeing

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Supporting Teacher Retention and Career Progression: Fostering Early Career Teacher Self-Efficacy Through Reflective Practice and Professional Development

Date: 2025

Author/s: Ovenden-Hope, T

Keywords: early career teacher, self-efficacy, teacher agency, teacher autonomy, teacher retention

Summary:

The education landscape in England faces a critical challenge: the significant and sustained attrition of early career teachers (ECTs) and its subsequent impact on education stability. This chapter addresses how reflective practice, and targeted professional development can foster self-efficacy, autonomy, and job satisfaction among ECTs, ultimately improving retention rates and supporting long-term career progression.

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Reference: Ovenden-Hope, T. (2025) Supporting Teacher Retention and Career Progression: Fostering Early Career Teacher Self-Efficacy Through Reflective Practice and Professional Development. In Chartered College of Teaching (Editor) Teacher recruitment, retention and career progression: A guide for school leaders. SAGE Publishing. (In publication)

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