Mid-Career Teachers: A Mixed Methods Scoping Study of Professional Development, Career Progression and Retention

Globally, there are ongoing problems with teacher retention, leading to a loss of experience and expertise. In policy research, the emphasis is often on professional development retention early career teachers, whereas teachers in later stages their relatively under-represented. This article addresses this imbalance, reporting mixed methods scoping study that explores definitions mid-career England development, via literature review, primary data collection secondary analysis from OECD’s TALIS 2018 survey. We found no agreed definition teacher, relating time teaching, role wider life circumstances self-definition. Whatever used, heterogenous group, varying needs, plans commitment profession. Whilst typically confident practice, learning needs vary experienced as unmet, especially for those looking progression routes outside leadership family commitments. indicates potential benefit profession may not be reached. The concludes suggestions further study, practice improve understanding under-researched group.