What is the pattern of teacher retention, now the profession is now overwhelmingly staffed by women? Do women teachers have different career patterns to men? One obvious difference is the length of time taken out for maternity leave. But do other caring roles later in life also mean different career paths for women teachers than for men in the profession?
The DfE provides data on the percentage of the teacher workforce still in post after different lengths of service from one year of service up to twenty-five years. Thus, someone stating at 22 would by 47 after 25 years of service. Some teachers leave and re-enter, so it possible for percentages to increase year on year for the same length of service as well as reduce. The latter is the more normal case, but in the latest data, the percentage of teachers still in service after 14 years increased by o.1%, presumably because of returners. This would likely be teachers in their late 30s returning after a career break to bring up a family. The main DfE tables do not provide data on teacher retention by the gender of the teacher.
| Years of service | change on previous year % | change on 5 years previously % |
| 1 | -0.4 | 2.3 |
| 2 | -2.6 | -1.7 |
| 3 | -0.9 | -2.5 |
| 4 | -1.2 | -0.8 |
| 5 | -0.1 | -0.4 |
| 6 | -1.2 | -1.2 |
| 7 | -0.4 | -1.1 |
| 8 | -1 | -3.7 |
| 9 | -1.1 | -3.9 |
| 10 | -1.1 | -3.4 |
| 11 | -0.1 | -1.9 |
| 12 | -3.2 | -2.8 |
| 13 | -0.8 | -0.8 |
| 14 | 0.1 | -0.7 |
| 15 | -0.3 | -2.8 |
| 16 | -0.5 | -3.6 |
| 17 | -0.8 | -3.9 |
| 18 | -0.6 | -3.9 |
| 19 | -2 | -3.2 |
| 20 | -1.7 | -0.4 |
| 21 | -0.6 | -1 |
| 22 | -0.4 | na |
| 23 | -0.3 | na |
| 24 | -0.3 | na |
| 25 | -1 | na |
The above table shows the change this year from last year, and from five years ago for each year of service as published this year by the DfE. The percentage of teachers remaining after one year of services was 0.4% lower than for the one-year service percentage recorded for pervious cohort. For those with 16 years of service, the five-year percentage was 3.6% below the figure for the previous cohort.
The rate of loss, both after one year, and over five years for teachers with between eight to ten years of service, and with 17 and 18 years of service, must be a matter for concern, and perhaps investigation as to the characteristics of leavers and what are the causes of their departure?
Are these teachers quitting teaching or just moving out of the state sector? The DfE has indicated that it wants increase the recruitment of teachers from overseas. The Home Office might be concerned about such a practice and its implications for migration statistics, and could rightly argue that improving retention might be a more cost-effective way of staffing our schools? After all the National Audit Office said the same thing some years ago.
The House of Commons Education Select Committee will shortly start publishing the evidence it has received for its inquiry into teacher recruitment and retention that was announced way back in March. Hopefully, the issue of retention will receive as much attention as recruitment does.
John Howson 