Financial incentives could be an effective way to support teacher recruitment, particularly in schools with high levels of socio-economic disadvantage, according to a new exploratory evidence review published by the Education Endowment Foundation (EEF) today.
The review, by a team of researchers from IOE, UCL’s Faculty of Education and Society, explores the global evidence base on recruitment and retention strategies, to find out which areas have the most potential to explore in future research.
According to the review, offering financial incentives – such as higher salaries and performance and recruitment bonuses – could be effective for attracting teachers to roles in challenging schools.
One study, conducted in Chile, explored the effects of awarding greater bonuses to teachers working in disadvantaged schools. Another, which took place in England, interviewed long-serving teachers working in challenging circumstances about their experiences to understand why they might have stayed in post.
