Workload, Wellbeing, and Retention: Do NPQs Make a Difference? Interim Research Report #4
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| Title: | Workload, Wellbeing, and Retention: Do NPQs Make a Difference? Interim Research Report #4 |
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| Language: | English |
| Authors: | Qing Gu, Kathy Seymour, Xin Shao, Sofia Eleftheriadou, Kenneth Leithwood, UCL Institute of Education (IOE) (United Kingdom), Centre for Educational Leadership |
| Source: | IOE, UCL's Faculty of Education and Society. 2025. |
| Availability: | IOE, UCL's Faculty of Education and Society. 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7612-6000; Fax: +44-20-7612-6126; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl.ac.uk/ioe/ |
| Peer Reviewed: | N |
| Page Count: | 33 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Secondary Education Elementary Secondary Education |
| Descriptors: | Elementary School Teachers, Secondary School Teachers, Faculty Workload, Well Being, Teacher Persistence, Faculty Mobility, Principals, Teacher Qualifications, Administrator Qualifications, Work Environment, National Programs, Program Attitudes, Faculty Development, Leadership Training, Teacher Leadership, Foreign Countries |
| Geographic Terms: | United Kingdom |
| Abstract: | Research is an integral part of the UCL-led National Professional Qualification (NPQ) programmes. This is the fourth report in a series of research publications from the UCL Centre for Educational Leadership-led longitudinal study "The Impact of the Early Career Framework and NPQ Programmes on the Work Engagement, Wellbeing and Retention of Teachers and School Leaders." The purpose of this mixed methods study, which includes surveys of individual participants and case studies of 20 primary and secondary schools, is to assess the extent to which (and the ways in which) teachers' and school leaders' learning experiences on respective NPQ Senior Leadership (NPQSL), NPQ Headship (NPQH), and Specialist NPQ programmes influence their workload, wellbeing, and decisions to stay in teaching, move schools, or leave the profession. Evidence shows that the positive impact of NPQ learning is not achieved in isolation from the environments in which teachers and school leaders work, and thus points to a major source of the retention solution: the school organisation. Results supporting this observation may not appear new, but they reinforce important knowledge about teacher development and retention, nevertheless. As schools continue to face retention pressures, it is imperative that they are supported to have the capacity and resources to prioritise and nurture wellbeing as a central driver of professional effectiveness and long-term workforce sustainability. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Access URL: | https://discovery.ucl.ac.uk/id/eprint/10208478/ |
| Accession Number: | ED676328 |
| Database: | ERIC |
| Abstract: | Research is an integral part of the UCL-led National Professional Qualification (NPQ) programmes. This is the fourth report in a series of research publications from the UCL Centre for Educational Leadership-led longitudinal study "The Impact of the Early Career Framework and NPQ Programmes on the Work Engagement, Wellbeing and Retention of Teachers and School Leaders." The purpose of this mixed methods study, which includes surveys of individual participants and case studies of 20 primary and secondary schools, is to assess the extent to which (and the ways in which) teachers' and school leaders' learning experiences on respective NPQ Senior Leadership (NPQSL), NPQ Headship (NPQH), and Specialist NPQ programmes influence their workload, wellbeing, and decisions to stay in teaching, move schools, or leave the profession. Evidence shows that the positive impact of NPQ learning is not achieved in isolation from the environments in which teachers and school leaders work, and thus points to a major source of the retention solution: the school organisation. Results supporting this observation may not appear new, but they reinforce important knowledge about teacher development and retention, nevertheless. As schools continue to face retention pressures, it is imperative that they are supported to have the capacity and resources to prioritise and nurture wellbeing as a central driver of professional effectiveness and long-term workforce sustainability. |
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