Bolstering teacher retention through collaborative professional development

Teacher retention is a growing challenge across school sectors and regions throughout many Western nations. Workloads have expanded and accountability pressures increased, with teachers often left feeling isolated, unsupported, and with low morale. Media reports blaming teachers for poor school outcomes compound the problem. In Australia, approaches to tackling retention commonly focus on teacher supply, looking to improve initial teacher education and early certification of pre-service teachers. In this paper, we offer an alternative approach focused on retaining teachers who are already in the profession by examining the impact of a collaborative form of pedagogy-focused professional development, Quality Teaching Rounds (QTR). Our long-term engagement with QTR led us to investigate the specific ways it built and increased commitment to teaching. Drawing on interviews with 82 teachers and six principals at 11 schools across Australia, conducted in 2022–23, we found three key mechanisms at work in this approach to professional development: 1) treating teaching as intellectual work; 2) validating teachers’ capabilities; and 3) building productive collegial relationships. We argue that professional development that reinvigorates teachers’ practice, celebrates their strengths, and builds strong professional relationships plays a significant role in improving teacher commitment to the profession, and consequently, bolstering teacher retention.