Early career teacher attrition: intentions of teachers beginning

Clandinin, D. Jean; Long, Julie S.; Schaefer, Lee; Downey, C. Aiden; Steeves, Pam; Pinnegar, Eliza; Robblee, Sue McKenzie; Wnuk, Sheri

doi:10.1080/10476210.2014.996746

Cited by 154 publications

(105 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Though the figures are often disputed, a reasonable estimate suggests that in the United States at least one in five teachers has dropped out of the profession within four years of starting (Gray and Taie 2015). In Australia, some figures have suggested it is as high as 50% in the first few years, with similar statistics in England and Canada (Clandinin et al 2015). It is noted, too, that it is often the "brightest and best" who leave (Le Maistre and Paré 2010), unable to meet their own high expectations of themselves.…”

Section: Learning To Be a Teacher And The Role Of Emotionmentioning

confidence: 95%

“…It is noted, too, that it is often the "brightest and best" who leave (Le Maistre and Paré 2010), unable to meet their own high expectations of themselves. Much of the literature on beginning teacher attrition concludes that the problems are mainly situated within the individual and can be grouped around four themes: burnout, resilience, demographic features, and family characteristics (Clandinin et al 2015). Several of the four themes identified by Clandinin et al, such as demographics or family issues, sit beyond the scope of teacher education, but attention can be paid to the issues of burnout and resilience by acknowledging explicitly that teaching and learning to teach are emotional endeavours.…”

Section: Learning To Be a Teacher And The Role Of Emotionmentioning

confidence: 99%

See 1 more Smart Citation

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

View full text Add to dashboard Cite

This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

show abstract

Section: Learning To Be a Teacher And The Role Of Emotionmentioning

confidence: 95%

Section: Learning To Be a Teacher And The Role Of Emotionmentioning

confidence: 99%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

View full text Add to dashboard Cite

show abstract

“…Nichols et al, 2017). Research has illustrated emotional and relational challenges as a significant reason for teachers leaving their work (Shoffner, 2011;Clandinin et al, 2015;Kelchtermans, 2017). Furthermore, the increasing challenge of classroom diversity may influence teacher attrition (Harfitt, 2015).…”

Section: Classroom Diversity and Teachers' Emotionsmentioning

confidence: 99%

Emotions involved in encountering classroom diversity: Beginning teachers’ stories

Hyry-Beihammer

Jokikokko

Uitto

2019

British Educational Res J

View full text Add to dashboard Cite

This article addresses emotions involved in encountering classroom diversity as appearing in beginning teachers’ stories. Previous research has pointed out that teachers’ emotions related to growing classroom diversity are seldom addressed, although increasing classroom diversity has been distinguished as a significant emotional challenge for teachers. In this article, teachers’ work is viewed as relational and moral work, in which emotions are inherently present. We conceptualise emotions as simultaneously social and individual. Instead of predefining the term ‘diversity’, we are interested in what kind of classroom diversity seems to become meaningful in teachers’ stories. The data consists of narrative interviews with seven Finnish beginning teachers. The findings illustrate how, in beginning teachers’ stories, students are both categorised and approached as unique individuals. Furthermore, the findings show diverse ways that emotions are present in teachers’ stories about classroom diversity, and how the working community also affects teachers’ emotions. We argue that teachers’ stories related to emotions and classroom diversity can be interpreted as moral negotiations, in which teachers’ own values and ideas of teaching are challenged. The findings of this article may add understanding of teacher–student relationships in diverse classrooms, and are also significant for teacher educators and teacher education programmes.

show abstract

“…Indeed, this is a further indication that has contributed towards the number of cases of teachers leaving the profession. Nonetheless, there are additional internal and physical factors that contribute towards the decision of teachers to discontinue teaching and leaving the profession [15,16,17]. A study by Feng [16] revealed that most teachers are teaching beyond their area of specialisation and notably this factor has likewise become a key factor for teachers leaving.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Notwithstanding, there are quite a few studies that have been carried out internationally that support this finding. For example, research conducted among Canadian teachers found similar problems associated teaching specialisations and work assignments given and requested by school administrators [15]. Müller, Alliata, and Benninghoff suggested there were three factors for the reasons why teachers remained in the teaching profession: (1) feasible job scope, (2) positive working environment, and (3) opportunities for career advancement and promotion [18].…”

Section: Literature Reviewmentioning

confidence: 99%

Examining job satisfaction factors toward retaining Malaysian TVET instructors in the teaching profession

Omar¹,

Rashid²,

Puad³

2018

IJET

View full text Add to dashboard Cite

The teaching profession in Malaysia has continued to be valued due to the continuous effort and commitment by teachers within the education profession and their desire to benefit better education for future generations. Indeed, the teaching profession has evolved to become a recognised benchmark towards the nation's vision to develop human resource capital. However, despite the recognition, teachers are noticeably struggling in their attempt to provide high-quality teaching services. Many studies have reported many of the issues within the teaching profession and environment that exists. Many of the issues include severe depression, anxiety, demotivation, and behavioural issues. Consequently, many of these issues also become the reasons why teachers inevitably leave their chosen profession, either voluntarily or pressured by the educational environment and system. As a result, a study to understand the issues for their departure, and more importantly the factors contributing to job satisfaction and retention have investigated in this study. A target population targeting Malaysian training instructors at the Technical and Vocational Education and Training (TVET) educational institutions were selected to participate in a survey. Descriptive and correlational studies were employed to determine job satisfaction the factors among TVET instructors and to identify the factors contributing towards job satisfaction and retention. The findings indicate that most instructors are satisfied with their teaching job. However, many are struggling and not coping with voracious issues brought about through present workloads, student disciplinary problems, and vague expectations from key stakeholders in the TVET system. The findings from this study will further help in determining the perspectives of the instructors and the factors that have attracted them to remain in their chosen profession and to enable them to enjoy their teaching profession and career.

show abstract

Early career teacher attrition: intentions of teachers beginning

Cited by 154 publications

References 30 publications

Metacognition in Language Learning and Teaching

Metacognition in Language Learning and Teaching

Emotions involved in encountering classroom diversity: Beginning teachers’ stories

Examining job satisfaction factors toward retaining Malaysian TVET instructors in the teaching profession

Contact Info

Product

Resources

About