**Retention**

Have you ever considered leaving the teaching profession?


• Prefer not to say

> Are you currently considering leaving the teaching profession?


When are you planning on leaving the teaching profession?


Would better CPD opportunities encourage you to stay in the profession?


What would these CPD opportunities need to fulfil to encourage you to stay in the profession?

What role, if any, does CPD play in encouraging you to stay in the profession? **Personal Information**

In this section we will ask you some information that will help us to contextualise your answers. This information will only be analysed on a group level. Whichofthesebestdescribesthesetting youcurrentlyteachin?




How long have you been teaching for? Have you had any career breaks?


How many? For how long in total? Reason/s for your career breaks. Tick all that apply.


Is your position full-time?


Do you currently have any caring responsibilities? (e.g., young children, elderly relatives, etc.)


What is your gender?


What is your ethnicity?



53. How old are you?


Would you like to participate in phone interviews or online focus groups to provide further information on this topic?


**Table A1.** Survey responses: school phase.



**Table A2.** Survey responses: teachers' self-efficacy: please indicate below how far you agree with the following statements.

**Table A3.** Survey responses: barriers to professional development—how strongly do you agree or disagree that the following present barriers to your participation in professional development?


#### **Appendix B. Regression of Job Satisfaction on Mid-Career Teachers' Experiences of Professional Development**

Table A4 reports the coefficients and standard errors (in parentheses) of regressing the dependent variable of a teacher's satisfaction with their work environment on several independent variables discussed in the main text. All variables were centred and standardised so coefficients can be interpreted similarly to an "effect size," although they show associations rather than causal effects. Four specifications are reported.

The association between job satisfaction and the barriers to professional development remains the strongest by some margin (0.36 sd) even after conditioning on the other measured aspects of professional development. Including a measure of the number of hours of professional development does not alter the strength of the association. Including measures of school leadership quality reduces it by a third but it remains strong (0.25 sd) and comparable in size to the largest association with leadership (0.29 sd).


**Table A4.** Regression of job satisfaction on mid-career teachers' experiences of professional development.

```
* p < 0.1, ** p < 0.01.
```