Exploring school to school transitions of experienced teachers

Heather E Jefferies

Increasing teacher attrition since 2020 has prompted a new focus on questions regarding why teachers leave the profession. Existing research on teacher attrition has focused on beginner teachers, finding that their wellbeing is significantly impacted during their transition to a new school. However, little research has been conducted on the wellbeing of veteran teachers as they transition from school to school. Using Self-Determination Theory (SDT) as a framework, this research investigated how the wellbeing of experienced or veteran teachers was impacted during their transition to a new school. Using a qualitative approach, semi-structured interviews were conducted with ten teachers with more than five years of experience who had transitioned into a new school between 2022 and 2023. These teachers taught students of varying abilities across all year groups and held positions of leadership in metropolitan and regional areas. Interview questions were framed around the three areas of SDT to explore how teachers’ sense of connectedness, competency and autonomy were affected during their transition. Thematic analysis of interview transcripts demonstrated that although all three elements of SDT contributed to veteran teachers’ wellbeing, connectedness played a vital role in supporting their wellbeing during their transition. Over time connectedness acted as a precursor for experienced teachers in transition to feel more competent and confident to exercise autonomy within their new areas of responsibility. Recommendations for school leaders point towards prioritising connectedness with new staff through evidence-based induction processes, mitigating cognitive overload through a staggered approach and including a reflexive approach to structure versus pragmatism.

Exploring school to school transitions of experienced teachers

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