Making sense of early-career teacher support, satisfaction, and commitment

Auletto, Amy

doi:10.1016/j.tate.2021.103321

Cited by 20 publications

(9 citation statements)

References 51 publications

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“…In organizational behavior research, job satisfaction is an important theme, including educational organizations (Madigan & Kim, 2021). In schools, teacher job satisfaction has positive implications for teaching effectiveness (Sadeghi et al, 2021), and teacher turnover decreases and leads to fair treatment of students (Auletto, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Teacher job satisfaction is formed due to academic freedom, participatory decisions, teamwork, and supervision (Mgaiwa, 2021), guidance, both formal and informal guidance, and perceptions of professional development in schools (Auletto, 2021), school work environment (Mgaiwa, 2021), compatibility with interests (Hoff et al, 2020) and teacher self-efficacy (Burić & Kim, 2021).…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Organizational Trust and Job Satisfaction on Teachers’ Organizational Citizenship Behavior (OCB) in Private Senior High Schools

Hidayat

Patras²

2022

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This research aims to investigate and describe the variables that positively influence teachers' OCB so that if the variable is improved, the OCB will increase. This research method begins with determining the conceptual model of teacher OCB, organizational trust, and job satisfaction, whose model is built based on logical validity, concepts, theories, and previous research. Then the conceptual model was tested using path analysis on SMART PLS. This research was conducted at private senior high schools in West Java, Indonesia; the number of samples was 256, determined through multistage proportional random sampling. The findings of this research are: organizational trust affects teacher OCB; organizational trust affects job satisfaction; job satisfaction affects teacher OCB; organizational trust has a positive and significant indirect effect on teacher OCB. This research implies that improving teachers' OCB can be done through improving organizational trust and job satisfaction, including strengthening environmental influences, demonstrating integrity, competence, and policies of the school, improving welfare payments, promotion, supervision, and improving the work atmosphere.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effect of Organizational Trust and Job Satisfaction on Teachers’ Organizational Citizenship Behavior (OCB) in Private Senior High Schools

Hidayat

Patras²

2022

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“…Instructional coaching and support for early-career teachers Support for early-career teachers can include both formal and informal processes for structural, curricular, or instructional supports. Instructional coaching offers a versatile approach to support teacher learning (Auletto, 2021;Desimone and Pak, 2017). In a metaanalysis of 12 experimental or quasi-experimental studies of supporting pre-service and early-career teachers' planning skills and clarity of instruction, Mok and Staub (2021) found an overall moderate positive effect (d 5 0.66) of supports, including instructional coaching, on planning and clarity of instruction.…”

Section: Reflecting On Instructionmentioning

confidence: 99%

Analyzing epistemic frames during STEM instructional coaching meetings: a quantitative ethnography approach

Sager,

Wieselmann

2023

IJMCE

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PurposeThis paper aims to explore the epistemic connections between three instructional coaches and a first-year in-service teacher during remote planning and debrief meetings. Prior evidence suggests that remote instructional coaching leads to better teaching practices and identifies the instructional coaching moves used to prompt teacher reflection.Design/methodology/approachIn this study, the authors utilized quantitative ethnography and epistemic network analysis (ENA) approaches to explore the epistemic frames of three remote university-based instructional coaches as they supported a first-year in-service teacher.FindingsQuantitative ENA findings shed light on the network connections between instructional coaches and teachers, as well as the epistemic frames observed during planning and debrief meetings. Additionally, the authors provide qualitative findings that complement and reinforce the quantitative results.Research limitations/implicationsAll data collection occurred via Zoom, and the class was in a hybrid modality, with some students attending class in person and some attending remotely via Zoom. This unique context could have impacted the epistemic connections surrounding technology and logistics.Practical implicationsThis study provides a practical codebook for use in future studies that explores instructional coaching. Findings from this study can be used to inform instructional coaching decisions.Originality/valueThe ENA findings helped deepen the authors' understanding of how instructional coaches can support a first-year in-service teacher during planning and debrief meetings in several ways. Additionally, this study presents a unique context given the COVID-19 pandemic and the remote model of instructional coaching.

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“…Ostatnie badania wskazują, że jeden na dziesięciu nauczycieli odchodzi z zawodu już w pierwszym roku pracy. W okresie pierwszych pięciu lat pracy aż 20% nauczycieli odchodzi z zawodu ostatecznie (Gray, Taie 2015, Auletto 2021. Zjawisko to jest szczególnie nasilone w tych krajach, gdzie płace w edukacji są bardzo niekorzystne w porównaniu z pensjami w innych branżach oraz gdzie nauczyciele mogą względnie łatwo znaleźć pracę częściowo wykorzystującą ich kompetencje oraz bardziej finansowo satysfakcjonującą.…”

Section: Odchodzenie Z Zawoduunclassified

“…para teachers). Obie sytuacje wpływają zdecydowanie negatywnie na poziom osiągnięć uczniów ujawniony w niższych wynikach testów oraz egzaminów (Auletto 2021). Aby wypełnić długotrwale wolne stanowiska dydaktyczne, dopuszczano do zawodu osoby na podstawie niższych wymagań certyfikacyjno-edukacyjnych.…”

Section: Konkluzje I Dyskusjaunclassified

Powstawanie niedoborów kadrowych w szkolnictwie. Przegląd stanu badań oraz rekomendacje dla lokalnej polityki w zakresie usług edukacyjnych

Piróg

2022

rrpr

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Niedobory kadrowe w szkolnictwie są w literaturze światowej ważnym przedmiotem badań nad usługami edukacyjnymi i rozwojem regionalnym. Problem ten, choć staje się ważki także w Polsce, dotąd nie był naukowo zgłębiany. Dlatego celemartykułu jest scharakteryzowanie procesów skutkujących niedoborami nauczycieli oraz działań sprzyjających obniżeniu ryzyka utraty płynności kadr w systemie edukacji jako ważnego zadania dla polityki regionalnej. W wyniku studiów literatury ustalono, że do niedoborów dochodzi przede wszystkim na skutek tzw. „wyciekania” z zawodu młodych nauczycieli, senioralizacji profesji oraz upowszechniania się alternatywnych modeli karier. Za działania skutecznie zapobiegające temu problemowi uznaje się m.in. „retencjonowanie kadr” i systemowe wspieranie integracji oraz socjalizacji młodych nauczycieli ze środowiskiem szkolnym.

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Making sense of early-career teacher support, satisfaction, and commitment

Cited by 20 publications

References 51 publications

The Effect of Organizational Trust and Job Satisfaction on Teachers’ Organizational Citizenship Behavior (OCB) in Private Senior High Schools

The Effect of Organizational Trust and Job Satisfaction on Teachers’ Organizational Citizenship Behavior (OCB) in Private Senior High Schools

Analyzing epistemic frames during STEM instructional coaching meetings: a quantitative ethnography approach

Powstawanie niedoborów kadrowych w szkolnictwie. Przegląd stanu badań oraz rekomendacje dla lokalnej polityki w zakresie usług edukacyjnych

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