Teacher attrition in the USA: the relational elements in a Utah case study

Newberry, Melissa; Allsop, Yvonne

doi:10.1080/13540602.2017.1358705

Cited by 84 publications

(75 citation statements)

References 39 publications

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“…Newberry and Allsop (2017) showed that the timing and intensity of challenges like high workloads and pupil misbehaviour matter for teachers' decision to stay/leave, but the effects are mitigated by the strength of personal and professional relationships. The researchers argue that it is not necessarily the challenge of the job nor the characteristics of the individual, but the structure of the social-professional support that determines whether teachers stay or leave the profession.…”

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…The teaching profession is considered to be a highly stressful profession (Johnson et al, 2005;Newberry & Allsop, 2017). Teachers from many countries report high levels of stress (see e.g.…”

Section: Introductionmentioning

confidence: 99%

“…Experiencing a high level of stress seems to be detrimental for teachers ' well-being (Harmsen, Helms-Lorenz, Maulana, van Veen, & van Veldhoven, 2016) and may indirectly harm students' achievement (Ronfeldt, Loeb, & Wyckoff, 2013). It also seems to influence teachers' intension of leaving the profession/attrition (Jones & Youngs, 2012;Klassen & Chiu, 2011), their decision to leave teaching (Newberry & Allsop, 2017) and their teaching quality (Hanif, 2004).Although the current knowledge on teacher stress gives an indication about the role of stress factors for outcomes such as well-being and attrition, the relationship between teacher stress, teaching behaviour and attrition remains inconclusive due to the fragmented nature of research in studying the mentioned variables. Moreover, research examining the relationship between stress factors and teaching behaviour is scarce.…”

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The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

Harmsen¹,

Helms-Lorenz²,

Maulana³

et al. 2018

Teachers and Teaching

247

163

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The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition Harmsen, Ruth; Lorenz, Michelle; Maulana, Ridwan; van Veen, Klaas IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below. Document Version Publisher's PDF, also known as Version of record Publication date: 2018Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Harmsen, R., Lorenz, M., Maulana, R., & van Veen, K. (2018). The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching: Theory and Practice, 24(6), 626-643. https://doi.org/10. 1080/13540602.2018.1465404 Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons).Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition Ruth Harmsen , Michelle Helms-Lorenz, Ridwan Maulana and Klaas van VeenTeacher education, University of groningen, groningen, the netherlands ABSTRACT In this study, the relationships between beginning teachers' perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation of Work-BTs (QEEW-BT). Teaching behaviour was observed using the ICALT observation instrument. Results show that BTs' perceived negative pupil aspects relate positively to the stress responses perceived tension, discontent and negative emotions. Negative emotions, in turn, are negatively associated with observed teaching behaviour. This study also shows that discontent positively relates to attrition. Additionally, this study provides important cues to improve professional support programmes for BTs. IntroductionThe teaching profession is considered to be a highly stressful profession (Johnson et al., 2005;Newberry & Allsop, 2017). Teachers from many countries report high levels of stress (see e.g. Chaplain, 2008;Johnson & Birkeland, 2003;Kyriacou, 2001;Skaalvik & Skaalvik, 2015). In the Netherlands specifically, a figure from 2014 shows that ca. 1 out of 5 teachers experienced burnout symptoms. Teachers also reported higher levels of workload compared to other professionals (Hooftman, Mars, Janssen, de Vroome & Van den Bossche, 2015). Particularly, beginning teachers (BTs) seem to be more vulnerable to the pressures of the profession compared to experienced teachers (Gold & Roth, 1993). A recent study in the US showed that ...

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

Harmsen¹,

Helms-Lorenz²,

Maulana³

et al. 2018

Teachers and Teaching

247

163

View full text Add to dashboard Cite

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“…Corcoran (1981) found that 'transition shock' can lead to a state of paralysis that renders teachers unable to transfer to the classroom the skills they learned during the initial teacher education phase. The realisation that their vision of a creative, dynamic and autonomous professional may be in conflict with the harsh realities of prescribed curricula and textbooks, poor working conditions and lack of materials may be a daunting experience which could even lead to job dissatisfaction, stress (Newberry andAllsop 2017, Harmsen et al 2018) or even burn out (Fernet et al 2016).…”

Section: Induction and Continuing Professional Development: A Brief Rmentioning

confidence: 99%

The professional development needs of beginning and experienced teachers in four municipalities in Sweden

Karlberg

Bezzina

2020

Professional Development in Education

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This article reports findings from a larger study aimed at identifying the perceptions of teachers across four municipalities in Sweden on continuing professional development. It focuses on beginning teachersˡ, namely those who are in their first five years of their career. This study has been undertaken amidst growing concern that current models of in-service training in Sweden are not leaving the desired impact on teacher motivation and student achievement; that the teaching profession feels disengaged, disempowered, distrusted. It has been undertaken in a context which is finding it hard to attract teachers into the profession, and one where teacher attrition is high. The responses help to shed light on what the municipalities and teacher education institutions need to focus on in order to support new teachers. Implications are drawn out for schools, municipalities and teacher education institutions as they need to come together to engage in more collaborative ventures to ensure adequate and ongoing support to new teachers.

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Prevalence and predictors of psychological distress and common mental health concerns among Filipino university teachers amid the COVID‐19 pandemic

Mordeno

Luzano

Gallemit

et al. 2023

Psychology in the Schools

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The current pandemic has drastically changed the academic landscape, causing distressing experiences among students and teachers. While there are increasing studies demonstrating the psychological experiences of students during the pandemic, only a few have examined the mental health conditions of university teachers. The present study sought to address this gap by investigating the prevalence of psychological distress and common mental health disorders and their pandemic‐related risk factors among Filipino university teachers. A total of 1110 university teachers self‐reported their psychological distress, generalized anxiety, and major depression symptoms through an online assessment. Findings of the study revealed the overall prevalence of psychological distress at 55.6%, and anxiety and depression were 17.0% and 28.4%, respectively. Younger teachers (i.e., aged ≤31 years old) and those who have less than a year of teaching experience are more likely to reach the cut‐off scores for all outcomes. Further, teachers who have experienced pandemic‐related adversities are highly vulnerable to psychological distress, generalized anxiety, and depression. These results offer important implications for creating psychosocial interventions that will help teachers manage their distresses amid the pandemic situation.

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Teacher attrition in the USA: the relational elements in a Utah case study

Cited by 84 publications

References 39 publications

The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

The professional development needs of beginning and experienced teachers in four municipalities in Sweden

Prevalence and predictors of psychological distress and common mental health concerns among Filipino university teachers amid the COVID‐19 pandemic

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