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Personality traits linked to course withdrawal and retention for primary school teacher trainees

Written by: Alison Fox, Rob Loe, Anna Richards, Kate Sida-Nicholls, Ben Winkley, Evelin Gaal and Lyn Dale
7 min read
LYN DALE, CAMBRIDGE ASSESSMENT ADMISSIONS TESTING, UK ALISON FOX, THE OPEN UNIVERSITY, UK ROB LOE, RELATIONSHIPS FOUNDATION, UK ANNA RICHARDS AND KATE SIDA-NICHOLS, SUFFOLK AND NORFOLK SCHOOL-CENTRED INITIAL TEACHER TRAINING, UK BEN WINKLEY AND EVELIN GAÁL, EIDO RESEARCH, UK The role of personality in teacher retention Personality, or people’s preferences in how they think, feel and behave, influences the ways in which they cope with demands and find fulfilment in their work in caring professions such as teaching and healthcare (Bastian et al., 2017; Chen et al., 2016). Such evidence indicates that prosocial characteristics relevant to the teaching profession can be measured in ways that predict workplace retention. Against the backdrop of an international crisis in early career teacher retention (Worth and De Lazzari, 2017), this article explores the value of using of an online personality assessment tool to inform pastoral care and mentoring activities for these COVID-19 tim

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      From this issue

      Issue 11: Teacher Recruitment, Retention and Progression

      Spring 2021

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