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Articoli di riviste sul tema "Early career teachers"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 20 febbraio 2023

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1

Barnatt, Joan, Dianna Gahlsdorf Terrell, Lisa Andries D’Souza, Cindy Jong, Marilyn Cochran-Smith, Kara Mitchell Viesca, Ann Marie Gleeson, Patrick McQuillan, and Karen Shakman. "Interpreting Early Career Trajectories." Educational Policy 31, no. 7 (January 12, 2016): 992–1032. http://dx.doi.org/10.1177/0895904815625286.

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Career decisions of four teachers are explored through the concept of figured worlds in this qualitative, longitudinal case study. Participants were purposefully chosen for similarity at entry, with a range of career trajectories over time. Teacher career paths included remaining in one school, repeated changes in schools, attrition after relocation, and non-renewal of contract. Data included interviews, observations, participants’ assessments, and pupils’ work. Cross-case analysis suggests that no single teacher attribute or workplace condition determined teachers’ career decisions; rather, t

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Walker, Matt, and Suzanne Straw. "Keeping your early career teachers." SecEd 2019, no. 14 (September 1, 2019): 18–19. http://dx.doi.org/10.12968/sece.2019.14.18.

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Amid the challenges of teacher recruitment, the retention of early career teachers has become even more crucial for schools. Matt Walker and Suzanne Straw consider how the teaching profession can effectively support and retain early career teachers

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Flory, Sara Barnard. "Early Career Experiences of Physical Education Teachers in Urban Schools." Journal of Teaching in Physical Education 34, no. 4 (October 2015): 661–79. http://dx.doi.org/10.1123/jtpe.2014-0109.

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The purpose of this study was to examine the early career experiences of three physical education (PE) teachers who taught in urban charter schools. Using cultural relevance theory, three early career PE teachers were observed and interviewed for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged from the data: the mechanisms of school support, and achieving ‘insider’ versus ‘outsider’ status during teachers’ early careers. These findings highlight the challenges that early career PE teachers face in urban schools, and demonstrate how being a c

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Challinor, Kurt, Joan Lancaster, and Richard Rymarz. "‘And Now I’m Teaching in a Catholic School’ – The Experiences of Early Career Teachers (ECT) in Lismore Catholic Schools and What Can Be Learned to Support Their Formation: A Preliminary Study." Paedagogia Christiana 49, no. 1 (January 15, 2023): 121–43. http://dx.doi.org/10.12775/pch.2022.007.

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This study is a preliminary investigation of early career teachers (ECT) working in Catholic schools in a large regional Australian diocese. The key aim of the study is to better understand the factors influencing early career teachers, who begin their teaching careers in Catholic schools, and to apprehend their early experiences as teachers to cater for their continuous formation needs. Key findings identify the openness of ECTs to faith-based experiences and the challenges faced in teaching in a Catholic school. Recommendations for early career teacher support and formation are provided cons

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Quartz, Karen Hunter, Andrew Thomas, Lauren Anderson, Katherine Masyn, Kimberly Barraza Lyons, and Brad Olsen. "Careers in Motion: A Longitudinal Retention Study of Role Changing among Early-Career Urban Educators." Teachers College Record: The Voice of Scholarship in Education 110, no. 1 (January 2008): 218–50. http://dx.doi.org/10.1177/016146810811000102.

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Background/Context Teacher retention, especially of qualified teachers within high-poverty schools, is an issue of local, national, and international concern. School staffing research has typically examined two groups: those who remain in full-time classroom teaching versus those who quit teaching altogether. This article complicates the teacher staffing picture and adds a third category of attrition: role changing, which is the phenomenon of teachers shifting into nonteaching professional roles in the field of education. Purpose We asked what proportion of teacher career movement within our s

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Clandinin, D. Jean, Julie Long, Lee Schaefer, C. Aiden Downey, Pam Steeves, Eliza Pinnegar, Sue McKenzie Robblee, and Sheri Wnuk. "Early career teacher attrition: intentions of teachers beginning." Teaching Education 26, no. 1 (January 2, 2015): 1–16. http://dx.doi.org/10.1080/10476210.2014.996746.

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Murray-Orr, Anne, and Jennifer Mitton-Kukner. "Early Career Teachers’ Evolving Content-Area Literacy Practices." in education 23, no. 2 (December 21, 2017): 71–86. http://dx.doi.org/10.37119/ojs2017.v23i2.340.

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Becoming effective teachers is dependent upon a variety of factors intersecting with early career teachers’ beginning teaching experiences. This paper provides a glimpse into ways in which four early career secondary school teachers began to embed literacies into their teaching practices in content areas and how their approaches shifted between the final term of their teacher education program in 2013 and their first year of teaching in 2014. The authors explore three factors that may shape the practices of early career teachers, with disciplinary specialties in science, math, social studies,

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Flory, Sara B., and Nate McCaughtry. "The Influences of Pre-Professional Socialization on Early Career Physical Educators." Journal of Teaching in Physical Education 33, no. 1 (January 2014): 93–111. http://dx.doi.org/10.1123/jtpe.2013-0089.

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The purpose of this study was to examine how three PE teachers’ personal biographies before their formal teacher education programs influenced their early careers in urban schools. Using occupational socialization theory and cultural relevance theory, we conducted in-depth interviews and observed early career physical education teachers who did not grow up in urban communities for approximately six weeks each. Data were analyzed using constant comparison. Two major themes emerged as influential in the teachers’ successes and struggles in urban schools, including their exposure to diversity, an

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Raju Pamu, Mohan. "Early career teachers' quit intentions: implications for teacher education." International Journal of Educational Management 24, no. 6 (August 17, 2010): 478–91. http://dx.doi.org/10.1108/09513541011067665.

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Leslie, Brian Henry, Mark Breslin, Julie Harvie, and Evelyn McLaren. "Enhancing the agency of early career academics." Journal of Perspectives in Applied Academic Practice 9, no. 3 (January 21, 2022): 32–40. http://dx.doi.org/10.14297/jpaap.v9i3.469.

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This article explores the lived experiences of four early career academics transitioning from school educators (within the primary and secondary sectors) to lecturers in initial teacher education in a United Kingdom Higher Education institution. These early career academics were established teachers with strong practitioner identities within their field of education and experienced in reflective practice. The concept of agency is firstly explored, and an ecological model presented and used as a framework in this study. A collaborative autoethnographic methodological approach is used to structu

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Cameron, David, and Anna Grant. "The role of mentoring in early career physics teachers’ professional identity construction." International Journal of Mentoring and Coaching in Education 6, no. 2 (June 5, 2017): 128–42. http://dx.doi.org/10.1108/ijmce-01-2017-0003.

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Purpose The purpose of this paper is to explore the ways in which external subject-specific mentoring can influence the professional identity construction of early career physics teachers (ECPT). Design/methodology/approach The methodology evolved from the evaluation of a mentoring project, involving semi-structured interviews with a number of early career teachers. Responses from 18 teachers, which related to the impact of the mentoring relationship on their professional identity development, were subject to a process of iterative thematic coding in the context of interpretative repertoires v

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Chávez, Óscar. "Tool Kit for Early-Career Teachers." Mathematics Teacher 112, no. 3 (November 2018): 164. http://dx.doi.org/10.5951/mathteacher.112.3.0164.

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You are a new teacher. You are excited, but also more than a little intimidated. What to do? What should be your priorities as a novice teacher? Of course, you cannot do it all, but where do you start? All of us who have taught mathematics have had a similar experience. And none of us can say that we know everything we should know about teaching.

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Falk, Beverly. "Early Career Teachers: Dilemmas and Challenges." New Educator 9, no. 2 (April 2013): 95–97. http://dx.doi.org/10.1080/1547688x.2013.789383.

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Dempsey, Ian, Michael Arthur-Kelly, and Breda Carty. "Mentoring Early Career Special Education Teachers." Australian Journal of Education 53, no. 3 (November 2009): 294–305. http://dx.doi.org/10.1177/000494410905300307.

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For some time, special education has been plagued by shortages of qualified teaching staff and by high turnover rates for these staff. While several factors—external, employment and personal—are largely responsible for this situation, the research demonstrates that the initial professional experiences of early career teachers are closely associated with their longevity in the field. This paper reviews the literature on mentoring support for beginning teachers, mentoring models and the use of information technologies in mentoring support. The paper concludes with recommendations for methods of

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Lovett, Susan, and Marie Cameron. "Schools as professional learning communities for early‐career teachers: how do early‐career teachers rate them?" Teacher Development 15, no. 1 (February 2011): 87–104. http://dx.doi.org/10.1080/13664530.2011.555226.

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Hume, Anne, Chris Earnes, and John Williams. "The benefits of collaborative Content Representation (CoRe) design with experts for early career secondary teachers in science and technology." Set: Research Information for Teachers, no. 2 (August 1, 2013): 35–43. http://dx.doi.org/10.18296/set.0349.

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This article reports on a study, funded by the Teaching and Learning Research Initiative (TLRI), which addressed the key area of early career teacher education. The study researched the construction and use of a CoRe (Content Representation) as a planning tool to develop the professional knowledge bases of early career secondary teachers in science and technology. The study was designed to examine whether a CoRe, co-designed by a team of early career teachers and content and teaching specialists, can support and accelerate the professional learning of early career science and technology second

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Mahmud, Yogi Saputra. "INVESTIGATING EARLY-CAREER TEACHERS’ ADAPTATION CHALLENGES: A CASE OF INDONESIAN EFL TEACHERS." PROJECT (Professional Journal of English Education) 3, no. 3 (May 23, 2020): 367. http://dx.doi.org/10.22460/project.v3i3.p367-378.

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Teacher professional development has recently become a central focus in the Indonesian context, particularly after the implementation of the post-bachelor teacher professional education program or Pendidikan Profesi Guru (PPG) for both pre-service and in-service EFL teachers in 2013. However, studies reveal that the transition from teacher education programs to the initial teaching career at schools has been described as a challenging phase. Despite the growing attention of scholars in exploring beginning teachers’ challenges, studies focusing on the early-career Indonesian EFL teachers, parti

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I., Crystal, Leigh McLean, Kristen L., Paul Espinoza, and Ashley M. "Preliminary Investigation of Teachers’ Emotional Exhaustion, Teaching Efficacy, Hope, and Colleague Support during the COVID-19 Pandemic." European Journal of Psychology and Educational Research 5, no. 2 (December 15, 2022): 115–26. http://dx.doi.org/10.12973/ejper.5.2.115.

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<p style="text-align: justify;">The COVID-19 pandemic required teachers to quickly adapt to changes in teaching likely impacting teachers’ emotional exhaustion and feelings of teaching efficacy. Further, teachers’ experience in the classroom may have shaped how they responded to the crisis and changes. Although teachers faced these unprecedented shifts, it is possible that both internal (i.e., hope) and external (i.e., social support) sources of support may act as promotive factors for teacher outcomes. The present study describes how teachers’ emotional exhaustion, teaching self-efficac

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Boyd, Wendy, and Linda Newman. "Primary + Early Childhood = chalk and cheese? Tensions in undertaking an early childhood/primary education degree." Australasian Journal of Early Childhood 44, no. 1 (March 2019): 19–31. http://dx.doi.org/10.1177/1836939119841456.

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There is well-established evidence that the quality of early childhood education workforce impacts upon children’s learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early childhood teachers, yet teaching at this level is characterised by poorer working conditions compared with primary school teachers. Various programme models qualify applicants as early childhood teachers, yet there is no evidence of the most appropriate

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Purdy, Roger. "Some early career TLC." SecEd 2019, no. 15 (October 1, 2019): 16. http://dx.doi.org/10.12968/sece.2019.15.16.

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Law-Davis, Sharon. "Early Childhood Teachers’ Confidence to Teach Religious Education and the Influences Which Impact Their Teaching of Religious Education in Catholic Primary Schools." Religions 14, no. 2 (February 2, 2023): 198. http://dx.doi.org/10.3390/rel14020198.

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This article reports findings from a study that examines the factors which influence early childhood and care (ECEC) early career teachers’ confidence in teaching Religious Education (RE) and how it impacts their teaching of RE in Catholic primary schools in Western Australia. Teachers’ confidence is a teacher’s belief in their ability to accomplish a goal and refers to strength of belief. Research in this area has shown that confidence is correlated with the sense of teaching efficacy and responsibility for student learning. Whilst there has been some research into teacher confidence, there h

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De Jong, David, and Ayana Campoli. "Curricular coaches’ impact on retention for early-career elementary teachers in the USA." International Journal of Mentoring and Coaching in Education 7, no. 2 (June 4, 2018): 191–200. http://dx.doi.org/10.1108/ijmce-09-2017-0064.

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Purpose Researchers have found that curricular coaches have had an impact on student achievement by supporting classroom teachers in providing high-quality instruction. However, few studies examine the association between curricular coaches and teacher retention, especially in urban areas. Given the high cost of teacher turnover and the high percentage of early-career teachers who leave the profession each year, the purpose of this paper is to investigate whether the presence of curricular coaches in elementary schools reduces turnover among early-career teachers. Design/methodology/approach I

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Girotto Júnior, Gildo, and Carmen Fernandez. "FOLLOWING EARLY CAREER CHEMISTRY TEACHERS: THE DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE FROM PRE-SERVICE TO A PROFESSIONAL TEACHER." Problems of Education in the 21st Century 55, no. 1 (July 10, 2013): 57–73. http://dx.doi.org/10.33225/pec/13.55.57.

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In this study the aim was to investigate the development of Pedagogical Content Knowledge (PCK) of early career chemistry teachers. Two pre-service chemistry teachers were followed during a one-semester course and after a three-year period as formal high school teachers. The data involved teachers´ writings, recordings of lessons and reflections during the course. After three years, the same content lessons in an actual school environment were videotaped. The teachers were then interviewed using the videotapes for stimulated recall. The instruments Content Representation (CoRe) and Pedagogical

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Huber, Janice, Joanne Farmer, Nathalie Reid, Claire Desrochers, and Sue Mckenzie-Roblee. "The Potential of Familial and School Curriculum-Making Worlds in Teacher Education." Articles 51, no. 3 (May 2, 2017): 1037–59. http://dx.doi.org/10.7202/1039627ar.

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Diversity, equity, and justice are vital focuses in teacher education programs and research. Yet, studies show that as children and families interact with schools their lives are often ignored, silenced, or used to define them as deficit. This paper inquires into the interactions between early career teachers, children, and families. Using a semi-structured interview protocol, we explored the personal and professional situations 20 early career teachers described as shaping the knowledge they draw on in their interactions with families. Thinking narratively with the stories shared by one teach

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Jang, Hyeon Ki, and heeyeong Lee. "Path Analysis among Optimism, Grit, and Career Decision in Pre-service Early Childhood Teachers." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (September 30, 2022): 609–20. http://dx.doi.org/10.22251/jlcci.2022.22.18.609.

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Objectives The purpose of this study is to confirm the mediating effects of grit after examining a path relationship among optimism, grit, and career decision in pre-service early childhood teachers. Methods To this end, the questionnaire survey was conducted targeting 234 pre-service early childhood teachers in B region. The questionnaires that were widely distributed to these people were 280 copies. What was finally collected included 245 copies. Excluding insincere answers among the rest, the analysis subjects corresponded to 234 copies. The gathered materials were carried out the fre

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Xavier, Caroline Ferreira Leal, and Lúcia Gracia Ferreira. "The difficulties faced by the teachers of child education in the beginning of career." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 1, no. 1 (December 30, 2020): e11757. http://dx.doi.org/10.20952/jrks1111757.

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The beginning of the teaching career is always a period full of yearnings. The entry into the teaching profession, in a changing society, is difficult, conflicting and sometimes frustrating, and can provoke an identity crisis. For these issues, the present work focuses on the theme: The difficulties faced by teachers at the beginning of their careers. Thus, we tried to build this work based on the questioning: what are the difficulties encountered by early childhood education teachers? The objective of this study was to identify and analyze the difficulties faced by early childhood teachers in

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Almeida, Rafael, and Ruy Cesar Pietropaolo. "Early-Career Mathematics Teachers’ Knowledge in the Multiplicative Conceptual Field." Acta Scientiae 24, no. 2 (April 25, 2022): 179–211. http://dx.doi.org/10.17648/acta.scientiae.6737.

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Background: Operations with natural numbers are highlighted in the first five years of elementary school, according to the prescribed and practised curricula. According to the recently prescribed curricula, the mathematics teacher should return to this theme in the 6th grade so that the students consolidate and expand this knowledge. This fact can constitute a great challenge for the teacher who may not have had adequate training to teach it, ignoring the work done in the initial years. Objectives: to investigate mathematics teachers’ didactic and curriculum knowledge about teaching problems i

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Siddiqui, Nadia, and Sadia Shaukat. "Teacher Mobility in Punjab, Pakistan: Stayers and Movers within the Public and Private Schools." Education Sciences 11, no. 7 (July 16, 2021): 358. http://dx.doi.org/10.3390/educsci11070358.

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Understanding the determinants of teacher mobility is important in order to implement effective policies for the recruitment, retention, and fair allocation of teachers. The teacher transfer policy implemented in Punjab, Pakistan, is intended to address corruption and a fair allocation of teachers in public schools. However, the policy has implications for teacher mobility. This paper presents survey findings on teacher mobility patterns in public schools in Punjab, Pakistan, examining the extent and determinants of mobility in comparison with teachers in private schools. In the survey, 1002 i

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Falk, Beverly. "Early Career Teachers: Possibilities for Professional Learning." New Educator 10, no. 3 (July 3, 2014): 163–65. http://dx.doi.org/10.1080/1547688x.2014.925729.

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Noble, Karen, and Kym Macfarlane. "Romance or Reality?: Examining Burnout in early Childhood Teachers." Australasian Journal of Early Childhood 30, no. 3 (September 2005): 53–58. http://dx.doi.org/10.1177/183693910503000309.

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Relatively high rates of teacher attrition have been consistently identified as a major issue for the teaching profession over several decades. As a result, there has been a growing interest in the wellbeing of teachers across the entire education sector. Recent research by Noble, Goddard and O'Brien (2003) has found that early childhood teachers, on average, maintained significantly lower burnout levels than did other teachers over their first year of service. However, at the beginning of their second year of service early childhood teachers reported significant increases in burnout, in compa

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Redding, Christopher, and Gary T. Henry. "Leaving School Early: An Examination of Novice Teachers’ Within- and End-of-Year Turnover." American Educational Research Journal 56, no. 1 (August 12, 2018): 204–36. http://dx.doi.org/10.3102/0002831218790542.

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Most prior research measures teacher turnover as an annual event, but teachers actually leave their positions throughout the school year. We use data from North Carolina to measure teacher turnover monthly throughout the entire year and conduct an analysis of their persistence to examine the differences in early career teacher turnover. Annually, 6% of early career teachers turn over during the school year. Teachers trained in traditional, university-based programs are most likely to move schools, and alternate entry and out-of-state prepared teachers are more likely to leave teaching, both du

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Schaefer, Lee, and D. Jean Clandinin. "Stories of Sustaining: A Narrative Inquiry Into the Experiences of Two Beginning Teachers." LEARNing Landscapes 4, no. 2 (April 2, 2011): 275–95. http://dx.doi.org/10.36510/learnland.v4i2.400.

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Attending to early career teacher attrition as a problem of identity shaping and shifting enabled this narrative inquiry into two beginning teachers’ experiences. We first created a fictionalized survey to show how their experiences could fit neatly into the dominant narratives of early career attrition. We then composed narrative accounts to show each participant’s uniqueness. Seeing beginning teacher attrition through this lens allowed us to become attentive to sustaining moments in these teachers’ lives.

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Kutsyuruba, Benjamin, Keith Walker, Maha Al Makhamreh, and Rebecca Stroud Stasel. "Attrition, Retention, and Development of Early Career Teachers: Pan-Canadian Narratives." in education 24, no. 1 (June 21, 2018): 43–71. http://dx.doi.org/10.37119/ojs2018.v24i1.376.

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Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers’ retention. This article details the stories from our interview participants (N=36) in relation to what their lived experiences were during their first years of teaching and how they dealt with the requirements, expectations, and challenges. Their narratives were analyzed through the lenses of early career teacher attrition, retention, and development. Our findings showed that despite geographic, contextual and policy differences, there were striking simila

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Eom, Se Jin, and Hae Jung Lee. "The Effects of Empathy on Motivations for Choosing Teaching as a Career of Pre-Service Early Childhood Teachers: Mediating Effect of Passion." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 3 (February 15, 2023): 111–24. http://dx.doi.org/10.22251/jlcci.2023.23.3.111.

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Objectives The purpose of this study was to examine the relationships among empathy, motivations for choosing teaching as a career, and passion of pre-service early childhood teachers. Methods The study participants were 307 pre-service early childhood teachers in the department of early childhood education in junior colleges in the city of P. They responded to a set of questionnaires measuring empathy, motivations for choosing teaching as a career, and passion. The results of this study were as follows. Results In the relationship among empathy, motivation for choosing teaching as

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Downey, C. Aiden, Lee Schaefer, and D. Jean Clandinin. "Commentary: Shifting Teacher Education From "Skilling Up" to Sustaining Beginning Teachers." LEARNing Landscapes 8, no. 1 (August 1, 2014): 15–20. http://dx.doi.org/10.36510/learnland.v8i1.669.

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Early career teacher attrition is a serious concern. While the problem is usually seen as one of skilling up new teachers, based on a two-year study with 50 early career teachers, we suggest the importance of attending to what sustains them. While beginning teachers need knowledge and skills, they also need places that allow them to continue to live out their stories to live by, identity stories that encompass both who they are and are becoming as teachers and as people. Attending to stories to live by means we attend to teacher knowledge, knowledge shaped in, and expressed in, both personal a

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Cells, Paticia, Lou L. Sabina, Deb Touchton, Rajni Shankar-Brown, and Kiara L. Sabina. "Addressing Teacher Retention within the First Three to Five Years of Employment." Athens Journal of Education 10, no. 2 (February 13, 2022): 345–64. http://dx.doi.org/10.30958/aje.10-2-9.

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Teachers’ perceptions of long-term career success are largely related to the levels of support they receive early on in their careers. This study on teacher retention and the factors that influence teacher choice to remain in the field after the first five years of employment, examined three schools of varying demographics and socioeconomic status in a large public school district in Central Florida. Participants interviewed were in the first three to five years of their teaching career. Information derived from each interview was used to determine trends and factors that influence teacher ret

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Redding, Christopher, and Thomas M. Smith. "Supporting Early Career Alternatively Certified Teachers: Evidence from the Beginning Teacher Longitudinal Survey." Teachers College Record: The Voice of Scholarship in Education 121, no. 11 (November 2019): 1–32. http://dx.doi.org/10.1177/016146811912101107.

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Background Alternatively certified (AC) teachers have generally been found to turn over at higher rates than traditionally certified (TC) teachers. These higher turnover rates are generally attributed to lower levels of preparedness and less of a commitment to remain in teaching than TC teachers, both of which may be compounded by AC teachers’ increased likelihood of beginning their career in schools that enroll traditionally underserved students. Purpose Our goal is to better understand the early career professional learning opportunities of AC teachers. We consider the ways in which in-servi

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Campbell, Patricia F., Masako Nishio, Toni M. Smith, Lawrence M. Clark, Darcy L. Conant, Amber H. Rust, Jill Neumayer DePiper, Toya Jones Frank, Matthew J. Griffin, and Youyoung Choi. "The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement." Journal for Research in Mathematics Education 45, no. 4 (July 2014): 419–59. http://dx.doi.org/10.5951/jresematheduc.45.4.0419.

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This study of early-career teachers identified a significant relationship between upper-elementary teachers' mathematical content knowledge and their students' mathematics achievement, after controlling for student- and teacher-level characteristics. Findings provide evidence of the relevance of teacher knowledge and perceptions for teacher preparation and professional development programs.

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Perrone, Frank, Daniel Player, and Peter Youngs. "Administrative Climate, Early Career Teacher Burnout, and Turnover." Journal of School Leadership 29, no. 3 (March 14, 2019): 191–209. http://dx.doi.org/10.1177/1052684619836823.

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Teacher burnout and turnover are known to be especially high for early career teachers (ECTs). However, the link between teacher burnout and turnover has received little attention in the current age of accountability. This study investigates how administrative climate is related to ECT burnout and subsequent career decisions using data from Michigan Indiana ECT Study participants ( n = 184). Results from linear regressions show that higher measures of administrative climate are strongly associated with lower levels of burnout. Subsequent logit models reveal that higher burnout, in turn, predic

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Carver, Mark. "Survey Methods to Identify Risk of Attrition: Measures of Career Intention and Regret." Education Sciences 11, no. 10 (October 9, 2021): 617. http://dx.doi.org/10.3390/educsci11100617.

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The common measure of teacher retention as snapshots of those employed in state-funded schools may overestimate attrition by failing to consider a desire for flexibility in contemporary teaching careers. When used as a measure of the effectiveness of teacher education, an over-emphasis on classroom teacher supply may also narrow the curriculum to teacher training rather than the more expansive ‘learning teaching’. This paper discusses two ‘softer’ measures of retention, career intention and training regret, to give a more general sense of how contemporary teachers see their career development

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Martinez, James A. "Early Career Teacher Struggles: An Administrator’s Influence on Retention." Journal of Cases in Educational Leadership 22, no. 3 (May 20, 2019): 43–56. http://dx.doi.org/10.1177/1555458919849453.

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Rebecca Ashe, a first-year mathematics teacher at North Hills High School, considered herself well-prepared after her university preparation. She is energetic and dedicated to her students, providing real-world examples in her classes from past experiences as an engineer. After 3 months in the classroom, however, Rebecca had become disheartened and exhausted. Moreover, Rebecca felt her school principal, Andy Anderson, had provided only superficial support. This case study explores obstacles that early career teachers face and asks readers to consider strategies that school administrators can e

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Yang, Xinrong, Johannes König, and Gabriele Kaiser. "Growth of professional noticing of mathematics teachers: a comparative study of Chinese teachers noticing with different teaching experiences." ZDM – Mathematics Education 53, no. 1 (January 20, 2021): 29–42. http://dx.doi.org/10.1007/s11858-020-01217-y.

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AbstractThe last decade has witnessed increasing interest in the study of teacher noticing in mathematics education research; however, little is known about the growth of teacher noticing and how it is influenced by teaching practice. Departing from the expert-novice-paradigm, in this paper we address this research gap by a cross-sectional study that investigates how Chinese mathematics teachers’ noticing is affected by their developmental stage, measured by the length of their teaching experience. The study included 152 pre-service teachers at the end of their initial teacher education, 162 e

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Damico, Nicole, Caitlyn McKinzie Bennett, and Angelica Fulchini. "‘Show me what it’s supposed to look like’: Exploring mindfulness-based support for early career teachers in an era of neoliberal reform." Policy Futures in Education 16, no. 6 (April 20, 2018): 828–47. http://dx.doi.org/10.1177/1478210318765322.

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In an era of top-down mandates and neoliberal reform policies, early career teachers must receive sustained social and emotional support as part of their regular professional development in order to navigate the murky waters of education that can sometimes feel disempowering and disillusioning. Teachers in high-poverty urban schools, who often deal with additional variables like student achievement gaps, disparate funding and high teacher turnover, among myriad other hurdles, are often highly impacted by these policies. This study examined the experiences of a group of early career teachers in

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Mäkelä, Kasper, Mirja Hirvensalo, and Peter Whipp. "Determinants of PE Teachers Career Intentions." Journal of Teaching in Physical Education 34, no. 4 (October 2015): 680–99. http://dx.doi.org/10.1123/jtpe.2014-0081.

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One of the cause’s célèbre in the field of education has been teacher attrition; Physical education (PE) is no different. Some PE teachers are leaving the profession because they encounter stress and dissatisfaction in their profession. The purpose of this study is to determine the aspects that keep PE teachers happy and remaining in the profession. Seven job satisfaction factors were identified with principal component analysis and logistic regression models used to study the likelihood of teachers’ intention to stay in the profession. Those PE teachers who intended to stay in teaching were m

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Hasselquist, Laura, and Nicole A. Graves. "CTE Teacher Retention: Lessons Learned from Mid-Career Teachers." Career and Technical Education Research 45, no. 1 (May 1, 2020): 3–16. http://dx.doi.org/10.5328/cter45.1.3.

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Schools across the country are facing a shortage of Career & Technical Education (CTE) teachers. Challenges regarding recruitment and retention of highly qualified teachers have far-reaching economic and educational implications. The literature notes multiple factors associated with CTE teacher attrition, such as low pay, absence of adequate teaching resources, and lack of administrative support. The current study aimed to identify factors associated with teacher retention via focus group interviews with mid-career (7-15 years) CTE teachers. The focus group included (N=4) CTE teachers from

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Kim, Jung Suk, and Eun Jin Kang. "A Survey on Early Childhood Teachers’ Career Happiness." Early Childhood Education Research & Review 22, no. 2 (April 30, 2018): 5–32. http://dx.doi.org/10.32349/ecerr.2018.4.22.2.5.

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Spicksley, Kathryn. "Early career primary teachers’ discursive negotiations of academisation." British Journal of Sociology of Education 43, no. 2 (December 8, 2021): 216–36. http://dx.doi.org/10.1080/01425692.2021.2003183.

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Kennelly, Julie, Neil Taylor, and Pep Serow. "Early career primary teachers and education for sustainability." International Research in Geographical and Environmental Education 21, no. 2 (May 2012): 139–53. http://dx.doi.org/10.1080/10382046.2012.672680.

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van der Wal, Merel M., Helma W. Oolbekkink-Marchand, Harmen Schaap, and Paulien C. Meijer. "Impact of early career teachers' professional identity tensions." Teaching and Teacher Education 80 (April 2019): 59–70. http://dx.doi.org/10.1016/j.tate.2019.01.001.

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Reid, Nathalie Sandra, Joanne Farmer, Claire Desrochers, and Sue McKenzie-Robblee. "Early Career Teachers’ Experiences of Communicating with Families via Technology: Educatively Dwelling in Tension." in education 25, no. 1 (June 13, 2019): 34–50. http://dx.doi.org/10.37119/ojs2019.v25i1.420.

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Abstract (sommario):

A variety of online programs, apps, and digital learning management systems currently “provide teachers with a means to more easily communicate and share information with students and parents through discussion forums, social media, videoconferencing, email, grade books, and announcements” (Howell & O’Donnell, 2017, p.28). While technology is often seen as shaping positive shifts in teachers’ and schools’ abilities to communicate with families, we, the five co-researchers in the study Understanding the Interactions Between Early Career Teachers and Families, wondered how early career teach

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