Variables associated with teacher retention: A multi‐year study

Watlington, Eliah; Shockley, Robert; Earley, Deborah L.; Huie, Kathleen K.; Morris, J. D.; Lieberman, Mary G.

doi:10.1080/08878730409555351

Cited by 5 publications

(4 citation statements)

References 6 publications

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“…Formal mentoring programs have been shown to dramatically improve participants' attitudes, feelings of efficacy and control, and the varieties of instructional strategies used in mentees' classrooms (Harris, 2004;Huling-Austin, 1992;Watlington et al, 2004). Good mentoring programs might go far in addressing the needs of these new teachers, but we are not optimistic about the realistic prospects for establishing such programs on a widespread basis in NYC.…”

Section: Discussionmentioning

confidence: 99%

The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out

2007

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Under the curricular and pedagogical impositions of scripted lessons and mandated curriculum, patterns associated nationwide with high-stakes testing, the No Child Left Behind Act of 2001, and the phenomenon known as the “narrowing of curriculum,” new teachers in New York City (NYC) find their personal and professional identity thwarted, creativity and autonomy undermined, and ability to forge relationships with students diminished—all critical factors in their expressed job satisfaction. These indirect consequences of accountability regimen as it operates in NYC may exacerbate new teacher attrition, especially from schools serving low-income students. The data reported here suggest a mixed picture of frustration and anger, alongside determination, resistance, and resilience in the face of these impositions. Responses vary by school and grade level, lending support to the notion that the organizational environment serves as a critical factor in teachers' early career decisions about staying or leaving a school or the profession.

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Section: Discussionmentioning

confidence: 99%

The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out

2007

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“…High attrition of early career teachers is also reported in other parts of the world with similar frequency (Kyriacou & Kunc, 2007). A body of literature has identified common contributing factors that underpin attrition across geographic boundaries and there are indications that the rate of separation from the profession is growing (Smethem, 2007;Watlington et al, 2004). Australian and international research also indicates that this figure may be as high as 50% within specific areas of the profession by the end of the first five years of teaching (Fantilli & McDougall, 2009;Macdonald, Hutchins, & Madden, 1994;Owen, Kos, & McKenzie, 2008).…”

Section: Early Career Teaching and Attritionmentioning

confidence: 98%

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

Morrison¹

2013

AJTE

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“…The emphasis now is on identifying not just what the experiences of beginning teachers are, but how these relate to present and future workforce planning. Amongst the trends which are of current concern to workforce planners are predicted teacher shortages as a result of the retirement of significant numbers of experienced teachers within the next 5 to 10 years, and a change in focus from recruitment to retention in teacher education programs, as those concerned with the education and employment of newly graduated teachers come to terms with the rising rate of attrition in new teachers (Inman & Marlow, 2004;Manuel, 2003;Skilbeck & Connell, 2004;Wattlington et al, 2004).…”

Section: Changing Views Of Beginning Teachersmentioning

confidence: 97%

‘Getting the pieces together’: negotiating the transition from pre-service to in-service teacher

Pietsch¹,

Williamson

2010

Asia-Pacific Journal of Teacher Education

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For beginning teachers to make the transition to full professional membership they need to increase their professional knowledge of the art and science of teaching. This paper explores the difference in knowledge growth between beginning teachers who commence teaching in fragmented teaching situations in the first two years of teaching, and their colleagues who have stable, secure and continuing employment during this time. This paper argues that the employment context in which beginning teachers take up their profession has a significant, but hitherto largely unacknowledged, effect on the capacity of teachers to develop the craft of teaching (Elbaz, 1983); on their continuing commitment to the profession; and on their self-confidence and self-image as teachers It is concluded that long-term, secure employment in one school, with full responsibility for a class of students and access to effective mentoring, is necessary if beginning teachers are to move beyond 'survival' to developing competency in the first two years of teaching.

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Variables associated with teacher retention: A multi‐year study

Cited by 5 publications

References 6 publications

The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out

The Narrowing of Curriculum and Pedagogy in the Age of Accountability Urban Educators Speak Out

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

‘Getting the pieces together’: negotiating the transition from pre-service to in-service teacher

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