Search results for: Teacher persistence
Page 1/4 36 items
Early career teachers continue to flee the profession in many countries around the world. In a series of their own studies, the authors have attempted to better understand the intentions of early career teachers. In this paper, they build on themes that emerged in a 2015 study, published in Teaching Education, with 40 second- and third-year teachers, and interviewed 15 more second- and third-year teachers from another Canadian province. Using a semi-structured interview procedure with a method of thematic analysis, the same 2015 themes emerged in the new study with the exception of two original themes: It’s the kids; and An opportunity for relief: Relational support. Both new themes highlighted relational aspects of sustainability and turned us to the notion of relational agency. The authors draw on the conception of relational agency to inquire into how early career teachers might establish a capacity to align their thoughts and actions with others on the professional knowledge landscape. They then pose questions surrounding how relational agency helps teacher educators, administrators, and teac
Updated: Jan. 05, 2022
A Self-study Exploration of Early Career Teacher Burnout and the Adaptive Strategies of Experienced Teachers
Isolation, organisational pressures, and role-related distress, can result in teachers, particularly early career teachers (ECTs), experiencing greater risk of burnout. For many ECTs, a lack of practical strategies for dealing with these conditions contributes to this. Using self-study methodology, this research unpacks why ECTs experience burnout, identifies adaptive strategies that experienced teachers use, and discusses the applicability of these practices for ECTs. Conversations between an ECT and three experienced teachers provided alternate lenses to apply reflective unpacking of adaptive strategies. The findings illustrate how the risk of burnout for ECTs is increased by challenging student behaviour, isolation, a lack of collegiality and engagement with professional networks, and being overloaded with responsibilities. The findings also suggest that being overworked is less of a contributing factor to burnout than feeling disconnected from one’s school, peers, and community. Adaptive strategies for alleviating the effects of burnout were explored and recommendations for practice presented.
Updated: Dec. 16, 2021
This article aimed to investigate relationships between teacher preparation and teacher outcomes. The findings suggest that features of preservice teacher preparation are positively related to teacher outcomes. Teachers who completed more practice teaching and more methods-related courses felt significantly better instructionally prepared in their first year of teaching. Results suggest that estimated effects of preparation also vary by kind of school, and particularly by school level and urbanicity. Secondary school teachers, more than elementary school teachers, seem to benefit from additional preparation. The findings also indicate that estimated positive effects of preparation are stronger among teachers employed in urban and rural settings as compared to teachers in suburban settings.
Updated: Jul. 27, 2016
The Preparation of Highly Motivated and Professionally Competent Teachers in Initial Teacher Education
This study examines the relationship between different types of teaching motivation and (1) various facets of professional competence and (2) planned engagement in future teaching. The findings show the positive association between ‘intrinsic–altruistic motivation constellation’ and selected facets of professional competence. Two major professional orientations of the ‘intrinsic–altruistic motivation constellation’ were identified: (1) student-centred orientation and (2) subject-centred orientation.
Updated: Jul. 18, 2016
Sustaining Evidence-Based Practices by Graduated Special Educators of Students With ASD: Creating a Community of Practice
In this article, the authors used multiple measures to evaluate whether special education graduates (a) remain in the field working with students with autism spectrum disorders (ASD) and (b) sustain effective practices. The findings reveal that all 12 graduates remain in the field. All continued to collect data for progress monitoring purposes and continue to use the EBPs identified by the National Professional Development Center (NPDC) on ASD with fidelity.
Updated: Jul. 30, 2015
“Once Hired, Seldom Gone”: The Deliberation Process of Beginning Teachers in Taiwan in Deciding to Stay in Teaching
This study aims to investigate the perceptions held by new teachers in Taiwan concerning the factors conducive to or impeding their decisions to stay in teaching and the process of deliberation on intrinsic and extrinsic factors influencing their retentions. The authors have found that the decisions to stay of the participants were influenced by both intrinsic factors (and favorable extrinsic factors. Moreover, their perceptions of highly competitive entry into teaching tended to prevent them from easily giving up on teaching.
Updated: Jul. 27, 2015
This study considered early career teacher attrition as an identity making process that involves a complex negotiation between individual and contextual factors. The seven themes, developed inductively, were: (1) support; (2) an identity thread of belonging; (3) tensions around contracts; (4) new teachers will do anything; (5) balancing composing a life: Working hours; (6) the struggle to not allow teaching to consume them; and (7) can I keep doing this? Is this teaching?
Updated: Jul. 05, 2015
Teacher Academy Induction Learning Community: Guiding Teachers Through Their Zone of Proximal Development
This article aims to examine the effectiveness of the induction support provided to teacher candidates/interns as they transition into the teaching profession. This case study is an analysis of the Academy for Teacher Excellence’s (ATE) support provided by the Teacher Academy Induction Learning Community (TAILC). The authors contend that the induction program presented can serve not only to support the retention of Latino teacher candidates, but can be used as a model to support other candidates working with diverse populations. The authors conclude that effective teacher induction support assists novice teachers through their zone of proximal development in becoming members of a community of practice.
Updated: Sep. 15, 2013
In this article, the author analyzes how participation in teacher-led, semester-long, action research projects influences early career teacher perceptions of support and learning. Results show that teacher-led action research projects as a professional development structure contribute to the development of a supportive professional culture, feelings of context-specific support, and feelings of empowerment and being overwhelmed in an urban school staffed primarily with early career teachers.
Updated: Aug. 27, 2013
What Keeps Teachers In and What Drives Them Out: How Urban Public, Urban Catholic, and Jewish Day Schools Affect Beginning Teachers’ Careers
The author explores the important roles that school leaders and school environment play in supporting or inhibiting teachers’ initial commitments to teaching in urban public, Catholic, and Jewish schools.The study demonstrates that teachers from elite colleges who were recruited and prepared for teaching in a specific school sector might develop powerful commitments to their schools, their students, the community, and to teaching, which could result in longer teaching service.
Updated: Jun. 12, 2013