Slipping Through the Cracks: One Early Career Teacher’s Experiences of Rural Teaching and the Subsequent Impact on her Personal and Professional Identities

Morrison, Chad

doi:10.14221/ajte.2013v38n6.10

Cited by 10 publications

(7 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Associations between identity and well-being have been confirmed by a considerable amount of previous research (e.g. Cosgriff, 2017;Cox, Brett-MacLean, & Courneya, 2016;Day & Kington, 2008;Kosic & Dimitrova, 2017;McNair, 2017;Morrison, 2013;Pellegrino, 2015;Tang & Ferguson, 2014). Identity is a key element in the understanding of a person's strivings for health and well-being (Sharma & Sharma, 2010).…”

Section: Introductionmentioning

confidence: 67%

“…Development of professional identity is inseparable from both personal and professional well-being. For example, professional isolation, absence of professional dialogue and support, results in the deterioration of personal and professional well-being (Morrison, 2013). According to Acton and Glasgow (2015), educating teachers about the key facets of wellbeing is essential in order to preserve and sustain the teaching profession, thus enabling greater possibilities for professional success.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Towards the well-being of vocational teachers: the role of personality characteristics

Kovalčikienė¹

2017

IJPBA

View full text Add to dashboard Cite

Abstract. Background:The success of teaching practices and teachers' well-being largely depends not only on the curriculum, but also on the teachers' personality characteristics. On the other hand, teachers' perception about their own profession, themselves and others in the occupation leads to increased quality of education. Therefore, it can be assumed that teachers' personality traits are among the most significant determinants of their professional identity that foster holistic psychological wellbeing.

show abstract

Section: Introductionmentioning

confidence: 67%

Section: Introductionmentioning

confidence: 99%

Towards the well-being of vocational teachers: the role of personality characteristics

Kovalčikienė¹

2017

IJPBA

View full text Add to dashboard Cite

show abstract

“…An increasing number of studies have begun to focus on the key factors that affect teacher well-being, specifically the relationships between teachers and school leaders, other teachers and colleagues, and the organization (Cherkowski, 2018; Morrison, 2013; Weiland, 2021). The results of this study suggest that teacher-school relationships (organizational trust, organizational commitment, and organizational identification) and organizational citizenship behavior positively affect teacher well-being.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Perceived Principal’s Authentic Leadership Impact on the Organizational Citizenship Behavior and Well-Being of Teachers

Shie

Chang

2022

Sage Open

View full text Add to dashboard Cite

As teacher well-being is impacted by the leadership ability of school management, which helps establish trust and cooperation among the teaching faculty, it is an important subject of research. Therefore, this study aims to explore how the authentic leadership of school principals impacts (1) the teacher-school relationship (based on organizational trust, organizational identification, and organizational commitment), and (2) teachers’ organizational citizenship behavior. In addition, mediating effects of the teacher-school relationship and organizational citizenship are investigated. For data collection, senior high/vocational school teachers in central Taiwan were recruited to participate in a self-reported questionnaire survey. Specifically, 783 valid responses were retrieved. The empirical findings are as follows. First, the principals’ authentic leadership had a direct effect on teachers’ organizational trust, organizational identification, organizational commitment, and organizational citizenship behavior. Second, organizational identification and organizational commitment directly affected organizational citizenship behavior. Third, organizational trust, organizational commitment, and organizational citizenship behavior directly affected teachers’ well-being. Finally, organizational trust, organizational commitment, and organizational identification had a mediating effect on the relationship between authentic leadership, organizational citizenship behavior, and teacher well-being. The academic and practical implications, as well as contributions of the study, are discussed, and suggestions for future research and management are proposed.

show abstract

“…Professional support through mentoring programmes is the start of an endless journey of post-initial learning and it is intended to close the gap between earlier teacher training and the actual teaching environment [43]. Deacon [44] professes that professional support empowers beginning teachers and other staff members.…”

Section: Professional Supportmentioning

confidence: 99%

The Opinions of the Teachers on Mentoring Process and Experiences

Mphojane¹,

Rambuda²

2021

ujer

View full text Add to dashboard Cite

The aim of this phenomenological qualitative study was to explore the opinions of the teachers on mentoring process and their experiences. To achieve this aim, the study sought information on mentoring essences, practices, roles, and training needs of mentor teachers. Experienced and beginning teachers were purposefully selected from eight English-medium secondary schools in South Africa. Data from the literature review, 16 group interviews and 24 open-ended questionnaires were triangulated and thematically analysed to gain a deeper understanding of the phenomenon. Forty-eight experienced teachers and 24 beginning teachers shared their life experiences, perspectives, and perceptions on the mentoring process. The study revealed that in South African schools, mentoring was patchy and unsystematic. Data collected revealed that a new working environment presented some social, personal, and professional challenges to beginning teachers. It was revealed that experienced teachers were willing to support their fellow beginning colleagues even though they were not trained in the mentoring process and did not receive the necessary support from the school management teams.

show abstract

Slipping Through the Cracks: One Early Career Teacher’s Experiences of Rural Teaching and the Subsequent Impact on her Personal and Professional Identities

Cited by 10 publications

References 52 publications

Towards the well-being of vocational teachers: the role of personality characteristics

Towards the well-being of vocational teachers: the role of personality characteristics

Perceived Principal’s Authentic Leadership Impact on the Organizational Citizenship Behavior and Well-Being of Teachers

The Opinions of the Teachers on Mentoring Process and Experiences

Contact Info

Product

Resources

About