Education Sciences (Jan 2024)

Enculturating a Protective Professional Community—Processes of Teacher Retention in a Swedish Hard-to-Staff School

  • Jeffrey Casely-Hayford,
  • Per Lindqvist,
  • Christina Björklund,
  • Gunnar Bergström,
  • Lydia Kwak

DOI
https://doi.org/10.3390/educsci14010114
Journal volume & issue
Vol. 14, no. 1
p. 114

Abstract

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This study presented a positive deviant case: a Swedish hard-to-staff school which has had a low rate of teacher turnover over time. In line with the purpose of studying positive deviance in organisations, our exploratory inquiry was geared towards understanding how and why ‘at-risk’ teachers, i.e., teachers who teach in subjects which are known to have high levels of staffing difficulties in Sweden, stayed at this particular school. Using a modified grounded theory approach, our results suggested that teachers remained at the school due to being embedded in a protective professional community that was enculturated by different expressions of collegiality. Finally, these findings are discussed in relation to the theoretical concepts of teachers’ job embeddedness and social capital.

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