Employing posthuman theory to explore why long-serving teachers stay in the profession, thereby calling into question the concept of retention. A literature review

Abstract

Employing posthuman theory, this scholastic literature review examines 12 studies on retention of long-serving teachers published 2008–2023. Exploring why long-serving teachers stay in the profession and examining understandings of the teaching profession and teacher subjectivity underpinning concepts of retention in these studies, the review points to a disconnect between the assumption that teachers develop through experience and a concept of retention that leaves little room for change. Relatedly, retention easily leads to a narrow understanding of the teaching profession, while challenging the term risks reinforcing an assumption that a successful career as a teacher requires continuous change and advancement.