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Education for all and attrition/retention of new teachers: A trajectory study in Chile

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  • Ávalos, Beatrice
  • Valenzuela, Juan Pablo

Abstract

This article centres on teacher retention and its importance for achieving quality education for all. It analyses the state of early career teaching attrition and turnover in Chile over a ten-year period, and goes on more closely to the study of new teacher trajectories over their first two years of teaching. In line with literature on issues of retention/attrition it considers the impact of school conditions and changes in professional satisfaction and self-efficacy perceptions in the early years of teaching. Data sources include econometric analysis of existing databases as well as surveys, interviews and narratives. Quantitative results indicate high attrition rates of early career teachers in Chile, and teacher narratives show “critical” as well as “protective” conditions that foreshadow decisions to leave or the stay in the profession.

Suggested Citation

  • Ávalos, Beatrice & Valenzuela, Juan Pablo, 2016. "Education for all and attrition/retention of new teachers: A trajectory study in Chile," International Journal of Educational Development, Elsevier, vol. 49(C), pages 279-290.
    • Handle: RePEc:eee:injoed:v:49:y:2016:i:c:p:279-290
    DOI: 10.1016/j.ijedudev.2016.03.012
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    References listed on IDEAS

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    1. Rebecca Allen & Simon Burgess & Jennifer Mayo, 2018. "The teacher labour market, teacher turnover and disadvantaged schools: new evidence for England," Education Economics, Taylor & Francis Journals, vol. 26(1), pages 4-23, January.
    2. Donald Boyd & Pam Grossman & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2008. "Who Leaves? Teacher Attrition and Student Achievement," NBER Working Papers 14022, National Bureau of Economic Research, Inc.
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    Cited by:

    1. Rocío García-Carrión & Maria Padrós Cuxart & Pilar Alvarez & Ainhoa Flecha, 2020. "Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty," Sustainability, MDPI, vol. 12(17), pages 1-14, September.
    2. Claudia Palma-Vasquez & Diego Carrasco & Mónica Tapia-Ladino, 2022. "Teacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review," IJERPH, MDPI, vol. 19(4), pages 1-22, February.
    3. Loredana Manasia & Maria Gratiela Ianos & Teodora Daniela Chicioreanu, 2019. "Pre-Service Teacher Preparedness for Fostering Education for Sustainable Development: An Empirical Analysis of Central Dimensions of Teaching Readiness," Sustainability, MDPI, vol. 12(1), pages 1-24, December.
    4. Canales, Andrea & Maldonado, Luis, 2018. "Teacher quality and student achievement in Chile: Linking teachers' contribution and observable characteristics," International Journal of Educational Development, Elsevier, vol. 60(C), pages 33-50.

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