Managing teacher retention in a rural school district in South Africa

Mafora, Patrick

doi:10.1007/s13384-013-0088-x

Cited by 28 publications

(19 citation statements)

References 9 publications

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“…Findings indicated that participants' reality shock expectation level was high, and their occupational concern level was relatively low. Therefore, this study is in line with the previous research, which revealed that pre-service teachers felt competent about the issues related to teaching, yet they had concerns about other challenges they would experience in the transition process into the profession (Goddard & Goddard, 2006;Külekçi, 2011;Mafora, 2013;Trent, 2012). The study also revealed that main concerns of pre-service teachers were about getting appointed, and social and economic concerns.…”

Section: Discussionsupporting

confidence: 89%

“…Further, it is also demonstrated that the reality shock that novice teachers experience results in diminishing levels of professional commitment (Dean & Wanous, 1983;Dean, Ferris, & Konstants, 1988). Recent studies conducted in numerous countries have revealed that the proportion of teachers who leave the profession as a result of having experienced reality shock has reached an outrageous level (Goddard & Goddard, 2006;Mafora, 2013;Trent, 2012). For instance, it was reported that 25% of the teachers in Australia resign in the early years of their teaching career (Department of Education, Science and Training, 2003).…”

mentioning

confidence: 99%

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The Role of Occupational Concerns on the Reality Shock Expectation

Özdemir

Büyükgöze²

2016

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Reality shock is experienced mostly by novice teachers in transitioning to profession when they are confronted with a gap between what they learned during their education and the reality awaiting them within the early years of their career. Similarly, senior students in teaching programs may have occupational concerns proceeding from not having encountered the profession itself yet. Here, we elaborate on the relationship between reality shock expectation and occupationa l concerns of pre-service teachers. A total of 46 4 Turk ish pre-service tea chers participated. We discovered experiencing reality shock expectation prior to professional life to be significantly predicted by appointment, students/communication, and social/economic concerns. Moreover, there wa s a significant interaction between study major and reality shock expectation of the participants. Overall, we discuss the probable factors triggering reality shock expectation and occupational concerns, and the implications for future research in accordance with similar literature.

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Section: Discussionsupporting

confidence: 89%

mentioning

confidence: 99%

The Role of Occupational Concerns on the Reality Shock Expectation

Özdemir

Büyükgöze²

2016

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“…Also, she was surprised by the lack of privacy of her room because it was inside the school. These findings align with the suggestion made by Mafora (2013) that teaching in a rural community involves confronting inconvenient elements such as the lack of commodities and isolation. Nevertheless, these findings did not consider the extreme weather conditions that some rural teachers must face.…”

Section: Discussionsupporting

confidence: 89%

“…The situation of Chilean rural teachers cannot be examined without understanding the context in which they live. For example, Mafora (2013) states that teaching in rural areas involves facing some uncomfortable situations, such as a lack of amenities, clean water and power supply. According to the Chilean National Institute of Statistics (2016), 12% of Chilean teachers work in rural schools.…”

Section: Teachers' Living Conditions and Sense Of Belonging In Rural mentioning

confidence: 99%

Exploring the lived experience of one Rural Teacher in Indigenous context in Chilean Northern Territory: A narrative inquiry

Baeza

2019

IJCIS

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The high rates of teachers’ attrition in Chile, particularly in Indigenous schools, requires an understanding of how the experiences of teachers working in these contexts impact on their professional practice. Through the teachers’ lens, using a narrative inquiry design, this study seeks to understand how educators face the challenges of teaching in rural and Indigenous settings. Findings of this study show Chilean teachers’ lack of knowledge about Indigenous culture and tradition. Teachers do not know about Indigenous students' characteristics and this is affecting teaching. Also was found that some elements are causing teachers’ exhaustion in rural and Indigenous context. These are teachers’ wrongs expectations about rural lifeways, extreme living conditions, emotional and geographic isolation and the lack of professional recognition. The finding of this study may contribute to future research and education stakeholders and universities that are in the process of finding improvements to teaching practices and teachers’ education programs.

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“…Regarding teacher development, 24 teachers stated that the school management should allow flexible working hours for its teachers who pursue further studies. Mafora (2013) has stated that it is common for teachers to miss out on staff development opportunities because of the long distance they may have to travel. Therefore, the school management should establish flexible working hours for teachers who continue with higher studies and particularly for those who are doing distance learning.…”

Section: Factors Influencing Teacher Attrition In Rural Private Seconmentioning

confidence: 99%