This is for a conference presentation that a colleague and I are giving about teacher wellbeing and the importance of looking after your staff, both in terms of the financial and educational cost if they are disaffected and leave.
This is a rather interesting question. Several years ago, I tried to do some research on effects of looping (one teacher teaching the class for several consecutive years) which is common way of organization in the Czech primary/secondary school as compared to systems where the teacher mainly teaches one grade for several years. My results are only qualitative and published in Czech. I would be interested in qualitative comparative study of teacher/class/grade attribution in different school systems and a Norwegian collegue expressed her interest, too.
Dobre rano, Dominik. Thanks for your response. This is not a live area of research for me at the moment as I'm just making reference to this potential disruption of learning in the context of teacher retention (or failing to retain teachers). However, there may be scope for some wider research that I could undertake. I'll get back to you if that happens. In my last school headship I took in over 25% Czech kids - mostly Roma. In our system they get one teacher for one year, although some specialist teachers could teach maths or English.
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