Called to teach? The contribution of positive psychology constructs in the retention of secondary school teachers in England

Despite low wellbeing and high attrition in the sector, many teachers remain in the profession so there is value in understanding factors that predict retention. The purpose of this research is to measure a range of implicit belief variables and contextual factors predicting Wellbeing, Resilience, and Intention to Quit, in secondary schoolteachers in England. A sample of 279 secondary schoolteachers completed an online survey measuring contextual factors (such as type of role and school, length of service, weekly hours worked) and the implicit belief variables of Hope, Self-efficacy, Optimism, Mindset, Job crafting, Resilience, Wellbeing, and Intention to Quit teaching. Results showed that length of service and positions of responsibility were associated with higher scores on the implicit belief variables, Resilience, and Wellbeing, and with lower Intention to Quit teaching. Self-efficacy and Optimism were significant predictors of Resilience. Hope and Optimism contributed significantly to Wellbeing. Work-Orientation-Calling and Optimism predicted to Intention to Quit. Findings suggest that Work Orientation-Calling should be developed in teachers as this was the strongest predictor of lower Intention to Quit. Interventions to improve Optimism, and Resilience and Wellbeing are also recommended to improve retention and teachers’ experience in the workplace.