TDNet Discover

This quantitative correlational study examined the relationships between comprehensive professional support systems and teacher retention rates across varied demographics in Great Britain during the school years of 2021-2024. Grounded in Albert Bandura’s Social Learning Theory, the study explored how structured mentoring and professional development programs influence teacher retention through observational learning and modeling. The primary research questions focused on the impact of participation in Early Career Framework (ECF) mandatory induction programs for new teachers and National Professional Qualification (NPQ) voluntary professional development programs for experienced teachers on retention rates after one and two years. The setting included educational institutions in Great Britain, with a diverse sample of early-career and experienced teachers from various demographics, including gender, ethnicity, age group, and region. Data collection methods involved validated tools such as the School Workforce Census, the Database of Qualified Teachers, and the Get Information About Schools platform to gather demographic and retention data. Statistical analysis procedures, including multiple regression and T-tests, were employed to predict the relationships between support program participation and teacher retention rates. The results revealed teachers in the ECF and NPQ programs demonstrated significantly higher retention rates, with effective support mechanisms addressing demographic-specific challenges. Recommendations for future research included longitudinal studies to further explore the long-term effects of professional support systems and their adaptability in diverse educational contexts.