Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Sign In to gain access to subscriptions and/or personal tools.
Educational Management Administration & Leadership
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Müller, K.
Right arrow Articles by Benninghoff, F.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Attracting and Retaining Teachers

A Question of Motivation

Karin Müller

Educational Research Unit of Geneva's Education Department

Roberta Alliata

Educational Research Unit of the Education Department of the Canton of Geneva in Switzerland

Fabienne Benninghoff

Educational Research Unit of Geneva's Education Department, fabienne.benninghoff-jeannerat{at}etat.ge.ch

Attracting and retaining competent teachers is a key concern when it comes to managing the supply and demand for teachers. This article examines the motivation that prompts people to enter or leave the teaching profession with the aim of identifying a decision framework for defining teacher policies. The results are based on the teacher workforce planning system put in place by the Education Department of the Swiss Canton of Geneva. Having identified the most influential factors affecting teacher motivation, we rated these with regard to their responsiveness to policy measures in a bid to identify levers for deriving effective teacher policies. This decision framework highlights three main issues to serve as a focus for policy measures—the characteristics of the job activities, working conditions and professional image. Finally, priority policy measures have been derived from motivational inducement systems, which include task, leadership, reward, professional development and social systems.

Key Words: human resources planning • motivational profile • teacher motivation • teacher policy

Educational Management Administration & Leadership, Vol. 37, No. 5, 574-599 (2009)
DOI: 10.1177/1741143209339651
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?