Search results for: Teacher persistence
Page 3/4 34 items
The current paper presents the findings from the third study in a longitudinal research project examining newly qualified teachers’ (NQTs) motivation for teaching and how they retrospectively value their teacher education. The results indicate that teachers are motivated both by working with their subject matter and by teaching. However, this study reveals a high rate of attrition, with 40 percent having left the profession.
Updated: Dec. 29, 2011
The current study examined the effect of administrative support on teachers’ job satisfaction and intent to stay in teaching. The findings reveal that administrative support was the most significant predictor of teachers’ job satisfaction. Furthermore, administrative support was also significant in predicting teachers' intent to stay. It was also found that administrative support mediated the effects of other teacher and student variables
Updated: Nov. 29, 2011
The goal of this study was to examine the lived experiences of teachers newly appointed to rural or remote schools in Western Australia to understand their experiences and responses. Rural/remote teachers reported a high incidence of stress and coping strategies. Teachers demonstrate a diversity of direct-action, palliative and avoidant coping strategies focused on management of emotions, health and wellbeing.
Updated: Nov. 10, 2011
Why They Sat Still: The Ideas and Values of Long-Serving Teachers in Challenging Inner-City Schools in England
This paper describes the working lives of long-serving teachers in three high-poverty urban schools in England. In a climate in which teaching is tightly controlled and suffering from problems of retention and recruitment, the teachers discuss intensely personal and emotional commitments to their work-place.
Updated: Jun. 18, 2011
Pre-service and Beginning Teachers’ Professional Identity and its relation to Dropping Out of the Profession
The current study examines different perceptions of pre-service and beginning teachers’ professional identity in relation to their decisions to leave the profession. The findings revealed that pre-service teachers tended to have naïve and idealistic perceptions of teaching. Furthermore, dropout teachers showed most emotional burnout.
Updated: Apr. 14, 2011
When the Going Gets Tough: Direct, Buffering and Indirect Effects of Social Support on Turnover Intention
The authors examined the role of social support in turnover intention among new teachers. The authors found evidence for a direct negative relationship between social support and turnover intention. The authors also found that teachers with higher social support had lower turnover intention in the face of higher workload, compared to teachers with lower support. Furthermore, the authors found that social support acts indirectly, through job satisfaction in relation to turnover intention. These findings suggest that social support can be a valuable resource for new teachers.
Updated: Dec. 03, 2010
This article explores the concept of continuing professional development (CPD) for teachers in Scotland in an education system undergoing change. The paper reports on one small-scale qualitative study into award-bearing CPD at masters level in a unique scheme known as Chartered Teacher Studies. It was found that teachers perceived that their studies had a positive impact on their learning, increased their understanding, their commitment to linking theory with practice through research and raised their confidence in developing pedagogy.
Updated: Oct. 12, 2010
This qualitative study explores strategies of resilience exhibited by novice teachers employed in high-needs areas. Findings indicated that teachers utilised a variety of strategies, including help-seeking, problem-solving, managing difficult relationships, and seeking rejuvenation/renewal. Furthermore, the researchers recognised that resilient teachers demonstrated agency in the process of overcoming adversity.
Updated: Aug. 15, 2010
Is The Motivation to Become A Teacher Related to Pre-service Teachers’ Intentions to Remain in The Profession?
The purpose of this study was to examine the concept of motivation to become a teacher. The authors focused on the distinction between adaptive motives and maladaptive motives. The authors also examined the relationships with teacher self-efficacy, the quality of the teacher training program, and the intention to remain in the profession. Pre-service teachers from university-based teacher training institutes at the Netherlands participated in the study. The results indicate the importance of intrinsic motives to become a teacher.
Updated: Aug. 01, 2010
Assisting Beginning Teachers and School Communities to Grow through Extended and Collaborative Mentoring Experiences
In this essay on scholarship and teaching, the author explores surrounding mentoring programs. New ways of professional learning are suggested. These ways encompass mentoring within a whole school approach, with a particular focus on the school as a collaborative community of learners.
Updated: Feb. 21, 2010