Search results for: Attrition
Page 1/2 17 items
Why Do Some Beginning Teachers Leave the School, and Others Stay? Understanding Teacher Resilience through Psychological Lenses
This study investigated the differences between leavers and stayers in terms of the process of their resilience responses. The author focused on major psychological factors such as value, self-efficacy, beliefs and emotions in order to understand how leavers and stayers are similar or different in negotiating and interpreting external environments. The findings revealed that both leavers and stayers had intrinsic interests in working as a teacher. However, the ways that leavers perceived and interpreted challenges were different from those of stayers. Furthermore, this study showed how teachers’ values, self-efficacy, beliefs and emotions are nurtured or hindered due to the school and classroom environments. These findings have implications for professional teacher development.
Updated: Feb. 21, 2018
The purpose of this study was to discover what novice teachers required to remain in the classroom. The authors identified four key elements that describe the process of teachers' attrition: entry, early experiences, pre-exit and exit. When the participants entered teaching, they were confident about what they would contribute. However, their early experiences reflected that their progress prevented. The participants were disappointed by leadership and/or veteran colleagues at pre-exit phase of leaving. The authors conclude that the participants enjoyed engaging with ideas and teaching practice during their preservice education. However, they reported that the schools they entered did not foster their growth as teachers or as individuals. They felt that this led to a sense of disillusionment, which led to their decision to leave school.
Updated: Nov. 15, 2017
In this article, the authors were interested to examine the teaching experiences that lead beginning teachers to become early career leavers. The authors found that the participants learned to tell acceptable stories about why they decided to leave teaching profession. For example, one participant argued that she left teaching career because she wanted to become a mother or because she was accepted to graduate school. However, the authors argue that these answers are also cover stories that silence the struggles she experienced at school. Her silence about the harder to tell more complex stories could have disrupted the professional knowledge landscape of schools.
Updated: Nov. 08, 2017
The author wondered why so many beginning teachers leave the profession. The author proposes to frame the problem as one of teacher identity making and identity shifting in order to understand the experiences of beginning teacher attrition.In what follows the author uses the stories of his experiences as a beginning teacher as a way to narratively read the ways beginning teacher attrition has been conceptualized. Through his experiences as a teacher, and his autobiographical narrative inquiry work, the author has begun to frame beginning teacher attrition as a problem that compels inquiry into teacher identity making and identity shifting as a way to narratively understand the experiences of beginning teachers.
Updated: Jul. 25, 2017
From Attrition to Retention: A Narrative Inquiry of Why Beginning Teachers Leave and Then Rejoin the Profession
This article reports on a narrative inquiry into two beginning teachers who left the profession after just 1 year of practice, only to return 2 years later. Findings reveal that these beginning teachers’ experiences of their school contexts combined with their personal stories in the first year of practice shaped their professional identity culminating in them leaving and then rejoining the teaching fold.
Updated: Jun. 10, 2015
Teachers' Exit Decisions: An Investigation into the Reasons Why Newly Qualified Teachers Fail to Enter the Teaching Profession or Why Those Who Do Enter Do Not Continue Teaching
The current study explores the motives for teacher attrition of newly qualified teachers who never started a teaching career and those dropping out after a short period. The analyses identified five reasons for exit attrition: ‘job satisfaction and relations with students’, ‘school management and support’, ‘workload’, ‘future prospect’ and ‘relations with parents’. The findings demonstrated that a lack of future prospects was the predominant reason for attrition. Furthermore, attrition differs according to gender, teaching degree and teachers' experience. Results reveal that exit attrition is highest for males and secondary school teachers.
Updated: Jun. 02, 2015
The Case for Increasing Workplace Decision-Making: Proposing a Model for Special Educator Attrition Research
The purpose of this article is to advance a research-based model to provide guidance for school administrators and researchers. The proposed model combines five thematic, contributing factors and a sixth, relatively understudied factor, workplace decision-making, to illustrate factor effects on special educators’ perceptions of job satisfaction and, ultimately, career decisions.
Updated: Apr. 14, 2015
This article presents statistics from a longitudinal study of attrition within the cohort of 87 Swedish teachers. The findings reveal that combining qualitative data with statistics in a longitudinal study on teachers’ career show that teacher attrition is a more complex and non-linear phenomenon than what is often proposed. The authors argue that the early leavers consist of a small and heterogenous group of individuals. Some of the reasons for attrition related to parental leave, Work overload, increased documentation and the notion of altered professional objectives.
Updated: Sep. 23, 2014
This study examines the pervasiveness of late teacher hiring in urban and suburban school districts and explores the association between the timing of teacher hires and teacher qualifications, including certification, master’s degree, and selectivity of undergraduate institution. The results indicate that across the nation, districts hire a large portion of teachers during the second half of summer or once school has already begun. Results indicate no association between the proportion of teachers hired at various time points and the teacher qualifications, including selectivity of teachers’ undergraduate institutions and whether teachers are certified or have master’s degrees.
Updated: Jun. 23, 2014
This article describes a study which explored the effectiveness's development of teachers in North Carolina public schools during their first five years in the classroom. The authors contrasted the beginning teachers' effectiveness with the effectiveness of teachers who stayed with that of those who left.
Updated: Dec. 25, 2012