Teacher‐makers and teacher‐breakers: (Re)defining how status and safety influence trajectories into and away from teaching

Abstract This paper uses empirical data from a longitudinal qualitative study conducted with aspirant teachers in England to propose (re)definitions of the concepts of ‘status’ and ‘safety’ as a framework with which to understand and improve teacher recruitment. These (re)definitions develop from analyses of data tracking 13 aspirant teachers throughout their education from age 10 and into their first career at age 22. Analyses using an identity lens demonstrate that teaching was constructed as a profession which afforded both respect (status) and minimal risk (safety) by all aspirant teachers in this study. These constructions, however, were relative and transitory; and were strongly shaped by participants' ages as well as the social inequities they experienced. Those who chose to pursue teaching by age 22 maintained or returned to their constructions of teaching as both high in status and safety. These findings suggest that the reasons why some people do not become teachers are not the same reasons why people report leaving teaching. The paper ends with recommendations for how to increase our focus on status and safety in future research and practice, as well as a call for future research to involve aspirant teachers.