Search results for: Teacher persistence
Page 2/4 36 items
The authors examined empirical studies from 2005 to 2010 that addressed the effect of mentoring programs on new teacher retention. The authors identified 14 studies that met their criteria to be included in this literature review. The authors conclude that they propose an understanding of the complex and non-linear nature of both mentoring and teacher retention.
Updated: Apr. 23, 2013
Literature Review on Induction and Mentoring Related to Early Career Teacher Attrition and Retention
This literature review focuses on mentoring and induction programs as a solution to what is defined as the problem of early career teacher attrition and retention. The authors found multiple differences in both induction and mentoring programs around issues such as who offers them, the length of time for which they are offered, whether they are government mandated, whether mentors receive further education for the role, how mentors and mentees are matched and so on. The authors also found that principals were seen to have a pivotal role to play in the success of early career induction programs.
Updated: Apr. 21, 2013
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
There and Back Again: Exploring Teacher Attrition and Mobility with Two Transitioning Science Teachers
The current study chronicled the professional journeys of two beginning science teachers. The study documents what brought them to science teaching and investigated their resulting career paths. Implications for science teacher education indicate that some teachers may enter the profession considering teaching to be a transition into a different career path.
Updated: Oct. 24, 2012
Embedded, Emboldened, and (Net)Working for Change: Support-Seeking and Teacher Agency in Urban, High-Needs Schools
This article hones in on one teacher's case in order to explore in depth the potential contributions of support networks to teachers' development, retention, and participation in school change. The findings suggest the role of community-based, beyond-school ties in shaping teachers' workplace satisfaction and their career decisions.
Updated: Jul. 16, 2012
This study draws data from a public university teacher education program that specifically sought to prepare White, middle-income, novice teachers to work in a large, urban school district. Specifically, the authors sought to find out what characteristics and environmental supports were important to these teachers in their first years of teaching. The results of this study identified seven criteria that emerged from interviews of 12 new urban teachers in exploring what makes them feel successful in their jobs. Themes included access to significant adult relationships, ability to mentor others, ability to problem-solve, hope, high expectations for self and students, sociocultural awareness, and the teachers’ need to access professional development opportunities.
Updated: Jul. 10, 2012
Teacher Job Satisfaction and Motivation to Leave the Teaching Profession: Relations with School Context, Feeling of Belonging, and Emotional Exhaustion
The current study examines the relations between school context variables and teachers’ feeling of belonging, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Six aspects of the school context were measured: value consonance, supervisory support, relations with colleagues, relations with parents, time pressure, and discipline problems.
Updated: Jun. 27, 2012
The Promise of Older Novices: Teach For America Teachers’ Age of Entry and Subsequent Retention in Teaching and Schools
The primary purpose of this study is to examine whether older entrants to teaching are more likely than younger recruits to voluntarily remain in low-income schools and the teaching profession as a whole. The author found that older TFA entrants to teaching had a lower risk than did younger entrants of leaving low-income schools, the teaching profession, and broader school-based roles. The author further found that older entrants’ backgrounds differed from younger entrants. These findings suggest that older entrants to teaching may prove a promising source of teachers for low-income schools.
Updated: May. 28, 2012
Attitudes and Affect: Daily Emotions and Their Association with the Commitment and Burnout of Beginning Teachers
The authors tested a framework developed in the organizational behavior literature known as affective events theory (AET). Specifically, the authors drew on research from education and organizational behavior to test whether mean levels of positive affect, negative affect, skill, and fatigue are associated with intentions to remain in teaching, commitment to one’s school, and levels of burnout. The results suggest that by taking account of teachers’ emotional reactions to their work, researchers, policymakers, and district administrators will be better positioned to support special and general educators during their early years of teaching.
Updated: May. 23, 2012
The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research
The current review critically examines 15 empirical studies, conducted since the mid-1980s, on the effects of support, guidance, and orientation programs—known as induction—for beginning teachers. Most of the studies reviewed provide empirical support for the claim that support and assistance for beginning teachers have a positive impact on three sets of outcomes: teacher commitment and retention, teacher classroom instructional practices, and student achievement.
Updated: Apr. 24, 2012