This quantitative comparative study looks at cross-national variations in the regulation of the teaching profession and the way they shape how teachers perceive the value of their profession, feel about their employment conditions, work environment, and profession, and their attrition intention within the next 5 years. It draws on a theoretical typology that distinguishes four models of profession regulation and tests their effects with a sample of 16 countries having participated in the TALIS 2018 survey. While results highlight cross-country differences; comparisons between models of regulation add highly significantly to the prediction of these outcomes.
AkibaMByunSYJiangX, et al. (2023) Do teachers feel valued in society? Occupational value of the teaching profession in OECD countries. AERA Open9: 23328584231179184.
2.
AkibaMLeTendreGKScribnerJP (2007) Teacher quality, opportunity gap, and national achievement in 46 countries. Educational Researcher36(7): 369–387.
3.
AshieduJAScott-LaddBScott-Ladd (2012) Understanding teacher attraction and retention drivers: Addressing teacher shortages. Australian Journal of Teacher Education37(11): 23–41.
4.
BakerDPLeTendreGK (2005) National Differences, Global Similarities: World Culture and the Future of Schooling. Stanford, CA: Stanford University Press.
5.
BertronCVéluAEBuisson-FenetH, et al. (2024) The dualisation of teacher labour markets, employment trajectories and the state in France. Work Employment & Society38(2): 318–338.
6.
BiasiB (2021) The labor market for teachers under different pay schemes. American Economic Journal Economic Policy13(3): 63–102.
7.
BlömekeSDelaneyS (2012) Assessment of teacher knowledge across countries: A review of the state of research. ZDM44(3): 223–247.
8.
BormanGDDowlingNM (2008) Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research78(3): 367–409.
9.
BoydDJGrossmanPLankfordH, et al. (2006) Complex by design: Investigating pathways into teaching in New York City schools: Investigating pathways into teaching in New York City schools. Journal of Teacher Education57(2): 155–166.
10.
BrantlingerAGrantAA (2024) Capital flight: Examining teachers’ socioeconomic status and early career retention. Sociology of Education97(4): 363–383.
11.
BrykASRaudenbushSW (1992) Hierarchical linear models: Applications and data analysis methods. London: Sage
12.
ClotfelterCTLaddHFVigdorJL, et al. (2004) Do school accountability systems make it more difficult for low-performing schools to attract and retain high-quality teachers?Journal of Policy Analysis and Management23(2): 251–271.
13.
Cochran-SmithMCannadyMMceachernKP, et al. (2011) Teachers’ education, teaching practice, and Retention: A cross-genre review of recent research. Journal of Education191(2): 19–31.
14.
CushmanP (2007) The male teacher shortage: A synthesis of research and worldwide strategies for addressing the Shortage. KEDI Journal of Educational Policy4(1): 79–98.
15.
Darling-HammondLBurnsDCarol CampbellA, et al. (2017) Empowered Educators: How High-Performing Systems Shape Teaching Quality Around the World. San Francisco, CA: Jossey-Bass.
16.
DeAngelisKJPresleyJB (2011) Toward a more nuanced understanding of new teacher attrition. Education and Urban Society43(5): 598–626.
17.
DumayX (ed.) (2025) The Liberalization of Teacher Employment Regimes in Europe. New York, NY: Oxford University Press.
18.
DumayXBurnK (eds) (2022) The Status of the Teaching Profession: Interactions Between Historical and New Forms of Segmentations. London: Routledge.
19.
EidenEGoldhaberDBrewerD (2024) The teacher labour market and teacher quality. Oxford Review of Economic Policies20(2): 230–244.
20.
FreidsonE (2001) Professionalism: The Third Logic: On the Practice of Knowledge. Chicago, IL: University of Chicago Press.
21.
GarcíaEHanESWeissE (2022) Determinants of teacher attrition: Evidence from district-teacher matched data. Education Policy Analysis Archives30: 25.
22.
GarcíaEWeissE (2019) The Teacher Shortage is Real, Large and Growing, and Worse Than We Thought. Washington, DC: Economic Policy Institute.
23.
GrantAABrantlingerA (2023) It’s tough to make predictions, especially about the future: The difference between teachers’ intended and actual retention. Teaching and Teacher Education130: 104156.
24.
GuarinoCMSantibañezLDaleyGA (2006) Teacher recruitment and retention: A review of the recent empirical literature. Review of Educational Research76(2): 173–208.
25.
HanushekEAKainJFRivkinSG (2004) Why Public schools lose teachers. Journal of Human Resources39(2): 326–354.
26.
HartungPJFouadNALeongFTL, et al. (2010) Individualism-collectivism: Links to occupational plans and work values. Journal of Career Assessment18(1): 34–45.
27.
HelgetunJBDumayX (2021) From scholar to craftsperson? Constructing an accountable teacher education environment in England 1976-2019. European Journal of Teacher Education44(1): 80–95.
28.
Helms-LorenzMvan de GriftWMaulanaR (2016) Longitudinal effects of induction on teaching skills and attrition rates of beginning teachers. School Effectiveness and School Improvement27(2): 178–204.
29.
HofstedeG (2006) Dimensionalizing cultures: The Hofstede model in context. In: LonnerWJDinnelDLHayesSASattlerDN (eds) Online Readings in Psychology and Culture, Unit 2: Conceptual, Methodological and Ethical Issues in Psychology and Culture. Center for Cross-Cultural Research.
30.
IngersollRM (2001) Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal38(3): 499–534.
31.
IngersollRMCollinsGJ (2017) Accountability and control in American schools. Journal of Curriculum Studies49(1): 75–95.
32.
IngersollRMMerrillLMayH (2014) What are the effects of teacher education and preparation on beginning teacher attrition? Consortium for Policy Research In Education.
33.
JohnsonUMBergJHDonaldsonML (2005) Who Stays in Teaching and Why? A Review of the Literature on Teacher Retention. Project on the Next Generation of Teachers, Harvard Graduate School of Education.
34.
KalogridesDLoebSBéteilleT (2013) Systematic sorting: Teacher characteristics and class assignments. Sociology of Education86(2): 103–123.
35.
KatsunoM (2012) Teachers’ professional identities in an era of testing accountability in Japan: The case of teachers in low-performing schools. Education Research International2012: 1–8.
36.
KawakamiNTsutsumiA (2016) The stress check program: A new national policy for monitoring and screening psychosocial stress in the workplace in Japan. Journal of Occupational Health58(1): 1–6.
37.
KelchtermansG (2017) ‘Should I stay or should I go?’: Unpacking teacher attrition/retention as an educational issue. Teachers and Teaching23(8): 961–977.
38.
KimILoadmanWE (1994) Predicting Teacher Job Satisfaction. Washington, DC: U.S. Department of Education.
39.
KlassenRMUsherELBongM (2010) Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. The Journal of Experimental Education78(4): 464–486.
40.
La LondePGVergerA (2022) Comparing high-performing education systems: Understanding Singapore, Shanghai, and Hong Kong. Discourse Studies in the Cultural Politics of Education43(1): 158–171.
41.
LaTurnerJR (2002) Teachers’ academic preparation and commitment to teach math and science. Teaching and Teacher Education18(6): 653–663.
42.
LoebSReiningerM (2004) Public Policy and Teacher Labor Markets: What We Know and Why It Matters. Michigan, MI: The Education Policy Center at Michigan State University.
43.
MadiganDJKimLE (2021) Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education105: 103425.
44.
MaroyC (2009) Convergences and hybridization of educational policies around ‘Post-bureaucratic’ models of regulation. Compare39(1): 71–84.
45.
MathouCSarazinMACDumayX (2022) Whither employment protections? Deregulation and the flexibilisation of the teaching workforce in the state-funded sector. Journal of Education Policy37(2): 285–307.
46.
MorinAJSMyersNDLeeS (2020) Modern factor analytic techniques: Bifactor models, exploratory structural equation modeling, structural equation modeling, and Bifactor-ESEM. In: TenenbaumGEklundRC (eds) Handbook of Sport Psychology, vol. 2, 4th edn. New York: Wiley Publishers, pp.1044–1073.
47.
NguyenTDPhamLDCrouchM, et al. (2020) The correlates of teacher turnover: An updated and expanded meta-analysis of the literature. Educational Research and Reviews31: 100355.
48.
NguyenTDReddingC (2018) Changes in the demographics, qualifications, and turnover of American STEM Teachers, 1988–2012. AERA Open4(3): 1–13.
49.
OECD (2014) TALIS2013 Results: An International Perspective on Teaching and Learning. Paris: OECD, DOI: 10.1787/9789264196261-en.
50.
OECD (2019a) Providing Quality Early Childhood Education and Care: Results from the Starting Strong Survey 2018. Paris: OECD. DOI: 10.1787/301005d1-en.
51.
OECD (2019b) TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners. Paris: OECD. DOI: 10.1787/1d0bc92a-en.
52.
OECD (2020) TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals. Paris: OECD. DOI: 10.1787/19cf08df-en.
53.
ParcerisaLVergerAPagèsM, et al. (2022) “Teacher autonomy in the age of performance-based accountability: A review based on teaching profession regulatory models (2017-2020). Education Policy Analysis Archives30(100): 1–26.
54.
ParkHByunSY (2015) Why some countries attract more high-ability young students to teaching: Cross-national comparisons of students’ expectation of becoming a teacher. Comparative Education Review59(3): 523–549.
55.
PodolskyAKiniTBishopJ, et al. (2016) Solving the Teacher Shortage: How to Attract and Retain Excellent Educators. Palo Alto, CA: Learning Policy Institute.
56.
PriceHCarstensR (2020) Teaching and Learning International Survey (TALIS) 2018 analysis plan. Paris: OECD.
57.
PriceHEWeatherbyK (2018) The global teaching profession: How treating teachers as knowledge workers improves the esteem of the teaching profession. School Effectiveness and School Improvement29(1): 113–149.
58.
QinL (2019) Factors relating to teachers’ intention to change school: A multilevel perspective. Policy Futures in Education17(3): 318–338.
59.
RebackRRockoffJSchwartzHL (2014) Under pressure: Job security, resource allocation, and productivity in schools under no child left behind. American Economic Journal Economic Policy6(3): 207–241.
60.
RenzulliLAParrottHMBeattieIR (2011) Racial mismatch and school type: Teacher satisfaction and retention in charter and traditional public schools. Sociology of Education84(1): 23–48.
61.
RobitzschALüdtkeO (2023) Why full, partial, or approximate measurement invariance are not a prerequisite for meaningful and valid group comparisons. Structural Equation Modeling A Multidisciplinary Journal30(6): 859–870.
62.
RodriguezLASwainWASpringerMG (2020) Sorting through performance evaluations: The influence of performance evaluation reform on teacher attrition and mobility. American Educational Research Journal57(6): 2339–2377.
63.
RonfeldtMMcQueenK (2017) Does new teacher induction really improve retention?Journal of Teacher Education68(4): 394-410.
64.
SmithWCHollowayJ (2020) School testing culture and teacher satisfaction. Educational Assessment Evaluation and Accountability32(4): 461–479.
65.
SpringerMGGardnerCD (2010) Teacher pay for performance: Context, status, and direction. Phi Delta Kappan91(8): 8–15.
66.
TahirsylajASmithWCKhanG, et al. (2022) Conceptual and methodological construction of a ‘global’ teacher identity through TALIS. Center for Educational Policy Studies Journal11(3): 75–95.
TattoMTBurnKMenterI, et al. (2018) Learning to Teach in England and the United States: The Evolution of Policy and Practice. London: Routledge.
69.
UlfertsH (2021) Teaching as a Knowledge Profession: Studying Pedagogical Knowledge Across Education Systems. Paris: OECD Publishing.
70.
VergerAFontdevilaCParcerisaL (2019) Reforming governance through policy instruments: How and to what extent standards, tests and accountability in education spread worldwide. Discourse Studies in the Cultural Politics of Education40(2): 248–270.
71.
VoisinADumayX (2020) How do educational systems regulate the teaching profession and teachers’ work? A typological approach to institutional foundations and models of regulation. Teaching and Teacher Education96: 103–144.
72.
WermkeWSalokangasM (2021) The Autonomy Paradox. Teachers’ Perception on Self-Governance Across Europe. London: Springer.
73.
ZhangGZellerN (2016) A longitudinal investigation of the relationship between teacher preparation and teacher retention. Teacher Education Quarterly43(2): 73–92.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
