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Enculturating a Protective Professional Community - Processes of Teacher Retention in a Swedish Hard-to-Staff School
Karolinska Institutet, Sweden.
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.ORCID iD: 0000-0003-4529-181X
Karolinska Institutet, Sweden.
Karolinska Institutet, Sweden;University of Gävle, Sweden.
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2024 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 14, no 1, article id 114Article in journal (Refereed) Published
Abstract [en]

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.

Place, publisher, year, edition, pages
MDPI , 2024. Vol. 14, no 1, article id 114
Keywords [en]
teacher retention, hard-to-staff school, teacher turnover, collegiality, teacher community, job embeddedness
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-127682DOI: 10.3390/educsci14010114ISI: 001149323300001Scopus ID: 2-s2.0-85183135110OAI: oai:DiVA.org:lnu-127682DiVA, id: diva2:1837614
Available from: 2024-02-14 Created: 2024-02-14 Last updated: 2024-03-13Bibliographically approved

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Lindqvist, Per

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CiteExportLink to record
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  • apa
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