Novice teachers in the Czech Republic and their drop‐out intentions

Hanušová, Světlana; Píšová, Michaela; Kohoutek, Tomáš; Minaříková, Eva; Ježek, Stanislav; Janík, Tomáš; Mareš, Jan; Janík, Miroslav

doi:10.1111/ejed.12373

Cited by 8 publications

(8 citation statements)

References 50 publications

(100 reference statements)

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“…Teachers often find themselves facing challenging and demanding practical conditions for which they were not adequately prepared during their initial training, leading to a loss of sentiment of self-efficacy. The problem of teachers losing their sense of self-efficacy due to inadequate preparation during initial training has already been reported in numerous previous studies (e.g., Hanušová et al, 2020;Pillen et al, 2013;Rayou & Véran, 2017), including the TALIS study in France (Charpentier & Solnon, 2019), which proposes strengthening in-service training as a means of countering this issue and readjusting teachers' sense of self-efficacy.…”

Section: The Social Representations Of Teachers' Dropout Through the ...mentioning

confidence: 85%

Social representations of teachers' dropout in the French context: An exploratory study

Benmbarek,

Poplimont,

Lo Monaco

2024

Euro J of Education

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This work aims to investigate the causes behind teachers leaving their profession in France, as well as the aspects that influence some teachers to stay in. The phenomenon of teacher dropout and abandonment is increasingly prevalent in OECD countries, particularly affecting new teachers. Taking a social psychological perspective, the research delves into the representational content of teachers' attitudes towards their profession. By distinguishing between teacher dropout and abandonment—the latter being considered an earlier phase, the results suggest that pupils play a central role in preventing teachers' dropout, along with the love and passion for teaching and the discipline they teach. Conversely, lack of consideration, inadequate resources, working conditions and classroom management challenges are identified as aspects contributing to increase teachers' dropout phenomenon. The findings provide an empirical basis for future studies and valuable insights for enhancing initial teacher training programmes. Understanding these phenomena through the lens of social representations provides valuable insights for developing supportive environments that foster teacher retention and well‐being and facilitate intervention and prevention strategies targeting key elements linked to teachers dropping out.

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Section: The Social Representations Of Teachers' Dropout Through the ...mentioning

confidence: 85%

Social representations of teachers' dropout in the French context: An exploratory study

Benmbarek,

Poplimont,

Lo Monaco

2024

Euro J of Education

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“…For particular students, identifying with this new social role may be more difficult than for others. Students go through socialization, which we understand as processes during which they become familiar with social and societal customs, the school (system) environment, which enables them to fully participate in educational processes [42].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Managing Internal Personal Factors of Business Student Drop-Out to Build Retention

Depoo,

Hajerová-Mullerová

2024

TEM Journal

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The paper focuses on causes for drop-out from business study programs at case university over seven years. Causes of drop-outs were collected and the database consists of 1,154 drop-out. Students indicated their reasons and preferences of their causes leading to leave studies. The aim of this paper is to identify factors affecting of drop-outs in business higher education and its evolvement in past years to define main areas of negative causes. The article presents students perception on study conditions and identifies the most important personal reasons to quit. The outputs of this paper are based on survey data from the whole sample of dropping students in the case business school. Statistical analysis, including correlation and factor analysis were employed to analyse students’ perception of the educational processes impacting retention. The analyses revealed clusters of variables with proven co-appearance and defining students´ main causes to drop-out. Orientation of students is primarily on expectations and personal reasons. The results lead to improvements in institutional processes to address students’ requirements and expectations to improve retention at universities.

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“…Přestože byly v českém prostředí publikovány texty, které významně přispěly k prohloubení současného stavu poznání (Hanušová et al, 2017(Hanušová et al, , 2020Píšová & Hanušová, 2016;Rozkovcová & Urbánek, 2017), nemohly vzhledem ke svému počtu obsáhnout danou problematiku v celé její komplexnosti. Je tedy potřeba dalších výzkumů, které by odhalily specifika profesních trajektorií učitelů v českém kontextu a zaměřily se zejména na analýzu vlivu statusu učitelů a výše jejich platů na odchody z profese.…”

Section: Diskuzeunclassified

Odchody učitelů z profese: Přehledová studie

Kostelecká¹,

Vincejová²

2023

Orbis Scholae

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Teachers are a key component of any education system. Any attempts to improve the quality of education must start with building a quality, stable and sufficiently robust teacher base. However, this represents a huge challenge for many economies, as many countries are currently struggling with a shortage of quality teachers, mainly because many teachers leave profession. This puts pressure on policymakers and researchers to understand the teacher labour market and find appropriate mechanisms to retain quality teachers. This text identifies the reasons that lead teachers to leave their profession through a systematic literature review based on the analysis of 69 international studies published in journals indexed by the Web of Science. An almost endless list of potential risk and protective factors were mentioned in the studies, the salience of which may vary in different cultural contexts. Only thorough knowledge of the local context can determine which set of research-driven policies is the most appropriate for a given state, locality, or school.

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Novice teachers in the Czech Republic and their drop‐out intentions

Cited by 8 publications

References 50 publications

Social representations of teachers' dropout in the French context: An exploratory study

Social representations of teachers' dropout in the French context: An exploratory study

Managing Internal Personal Factors of Business Student Drop-Out to Build Retention

Odchody učitelů z profese: Přehledová studie

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