Beginning Teachers (229 items)To section archive
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
True Grit: Trait-Level Perseverance and Passion for Long-Term Goals Predicts Effectiveness and Retention Among Novice Teachers
This study examines whether teacher retention and effectiveness among novice teachers in their first and second year of teaching can be predicted by differences in grit. The findings indicate that grittier teachers were more likely to complete the school year and outperformed their less gritty colleagues. Furthermore, the findings demonstrate that consistent with the applicants in sample 1, applicants in sample 2 whose résumés revealed evidence of passion and perseverance for long-term goals became novice teachers whose students made more academic progress under their guidance. The authors argue that these findings contribute to a better understanding of what leads some novice teachers to outperform others and remain committed to the profession.
Updated: Feb. 18, 2018
Taking and Teaching the Test are not the Same: A Case Study of First-Year Teachers’ Experiences in High-Stakes Contexts
This study explores how two first-year teachers viewed policymakers’ reforms affecting their teaching and tenure in the field. These results show how policymakers’ high-stakes reforms impacted the development of these beginning teachers in significant ways. In this case study, the participants ended their first year of teaching questioning their roles in such classrooms. However, their commitment toward their work with their students appeared to keep them in the field as public school teachers. These findings reveal two implications for researchers, teacher educators, and teacher mentors.
Updated: Feb. 06, 2018
In this case study, the authors examine the ways in which one Asian immigrant teacher’s beliefs, experiences, understanding of his students, and school setting influenced his instructional decisions. The findings reveal that immigrant teachers must be learners, too, and they must recognize and negotiate the unique social understandings students from other cultures bring to the classroom. The findings suggest the participant is thoughtful about his practice and that he believes he knows what is best for immigrant students. His beliefs stem from his personal experiences as an immigrant student and this helps him shape how he teaches. He expects his students to work as hard as he did, and he provides them with the same highly structured learning environment that worked for him, both in Vietnam and in the USA. He believes if his students meet his high expectations they will become active and productive citizens.
Updated: Feb. 06, 2018