Assessing the impact of the LADDER approach to teacher wellbeing and teacher retention

Kulwinder Maude, Beng Huat See

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter addresses two important issues faced by schools today: teacher wellbeing and teacher retention. The growing awareness of these issues has led to the development of strategies to address them. While initiatives such as induction programmes and access to professional development have supported teachers’ development, they are not targeted at dealing with the fundamental issue of teacher stress, anxiety, and burnout. Previous research on interventions is pupil-focused and is often based on teachers’ self-report pre- and post-intervention with no control comparison, indicating a gap in research. Here, we present the results of a pilot study of a new approach - Leadership Alphabet of Disposition Development Engagement and Reflection (LADDER). LADDER targets teachers’ internal dispositions to equip them with the capacity to deal with stress. Our study has promising results for teacher self-efficacy, mental wellbeing, and teacher retention.

Original languageEnglish
Title of host publicationAn International Approach to Developing Early Career Researchers
Subtitle of host publicationA Pipeline to Robust Education Research
EditorsStephen Gorard, Nadia Siddiqui
PublisherRoutledge
Chapter14
Pages177-191
Number of pages15
Edition1st
ISBN (Electronic)9781003455066, 9781040027516
ISBN (Print)9781032592800, 9781032595207
DOIs
Publication statusPublished - 14 May 2024

Publication series

NameRoutledge Research in Higher Education
PublisherRoutledge

Bibliographical note

Publisher Copyright:
© 2024 selection and editorial matter, Stephen Gorard and Nadia Siddiqui; individual chapters, the contributors.

ASJC Scopus subject areas

  • General Social Sciences
  • General Psychology

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