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1.
This study aims at exploring several individual, organizational, and contextual factors that may affect beginning teachers’ turnover intentions during their first years of practice. The sample consists of 227 beginning teachers (69% female and 31% male) from 133 schools in Norway. The results show four important antecedents of beginning teachers’ turnover intentions: collective teacher efficacy, teacher–principal trust, role conflict, and affective commitment. Our findings suggest that organizational and contextual factors, and not necessarily individual competence perceptions, have a significant impact on beginning teachers’ turnover intentions. Also the findings suggest that beginning teachers should be studied separately from more experienced teachers. Implications for school leadership are discussed. 相似文献
2.
Assimilating new teachers into schools is a critical component of administrative responsibility and sustainability. About 580 000 teachers (17% of all teachers) were newly hired at their school, according to the US Department of Education. Most of these positions were created because of “teacher turnover.” Some of these newly hired teachers filled new teaching positions in the workforce as well—which grew by three percent over the previous two years. As this number rises, there is a concentrated effort by building administrators to provide support and resources for beginning teachers to help eliminate teacher turnover and strengthen staffing at schools. Support for new teachers varies from district to district and even from school to school. Traditional induction programs offer mentoring and coaching methods. More recently, the concept of self-mentoring emerged. The purpose of this paper is to introduce the concept of self-mentoring as a tool for beginning teachers. 相似文献
3.
Catherine Flores 《师资教育杂志》2017,43(5):520-533
This case study investigated the role of school principals in the induction of beginning teachers in Copiapó, Chile. Building upon group and individual interviews, and review of extant literature, the following findings were established: (a) principals in this study expect beginning teachers to be fully formed as classroom teachers; (b) principals were unlikely to talk about induction practices that might help beginning teachers to learn pedagogical strategies for classrooms; and (c) principals’ induction practices focused on the symbolic role that principals play as the highest authority within the school which has little practical influence on helping beginning teachers to develop their pedagogy. Implications for policy and practice are discussed. 相似文献
4.
The high turnover rates of beginning teachers are an issue of continuing concern in education. However, little is known about the motivational process that encourages beginning teachers to stay in the teaching profession. This study investigated how working conditions (job insecurity, teacher autonomy, collective responsibility, reflective dialogue, and deprivatised practice) and psychological states (teacher self-efficacy and affective commitment) influence turnover intentions. A sample of 272 beginning teachers from 72 Flemish (Belgian) primary schools was recruited for this questionnaire-based study. Path analysis revealed that teacher self-efficacy and affective commitment directly reduced the intention to leave the job. Furthermore, teacher self-efficacy and affective commitment fully mediated the relationships between teacher autonomy and the intention to leave the job and collective responsibility and the intention to leave the job. These findings provide insight into the underlying psychological processes of beginning teachers to leave education. 相似文献
5.
Over the last decade many districts implemented performance pay incentives to reward teachers for improving student achievement. Economic theory suggests that these programs could alter teacher work effort, cooperation, and retention. Because teachers can choose to work in a performance pay district that has characteristics correlated with teacher behavior, I use the distance between a teacher's undergraduate institution and the nearest performance pay district as an instrumental variable. Using data from the 2003 and 2007 waves of the Schools and Staffing Survey, I find that teachers respond to performance pay incentives by working fewer hours per week. Performance pay also decreases participation in unpaid cooperative school activities, while there is suggestive evidence that teacher turnover decreases. The treatment effects are heterogeneous; male teachers respond more positively than female teachers. In Florida, which restricts state performance pay funding to individual teachers, I find that work effort and teacher turnover increase. 相似文献
6.
Julie A. Luft Jonah B. Firestone Sissy S. Wong Ira Ortega Krista Adams EunJin Bang 《科学教学研究杂志》2011,48(10):1199-1224
Those who study secondary science teachers are often concerned with preservice or in‐service teacher development. Science teacher educators have acknowledged that this focus is limited, as the induction years of beginning teachers are an important component of teacher development. This mixed methods study focuses on the induction years of beginning content specialists, with the intention of adding to the literature in this underexamined area. The secondary science teachers in this study were followed during their first and second year of teaching in order to understand the changes in their beliefs, pedagogical content knowledge (PCK) and practices as a group, and as they participated in different induction programs. Analysis by induction program revealed that first year teachers who participated in science specific induction programs strengthened their beliefs, PCK, and practices. By the end of the second year, regardless of program, most of the teachers shared similar beliefs and PCK. However, the teachers in the science specific induction programs continued to enact more interactive learning environments that had more investigations and laboratories than did their peers in the other induction programs. For those who work with beginning science teachers, this study suggests that the induction of science specialists is an important area of work. It also explores the complex process of induction, and calls for more research into how beginning secondary science teachers learn and what types of induction experiences can best support beginning science teachers. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1199–1224, 2011 相似文献
7.
Judith Ellsworth 《Clearing house (Menasha, Wis.)》2013,86(3):137-140
Ensuring a qualified teacher in every classroom is a central part of the latest agenda to strengthen public education and maximize student achievement. Effective teaching and delivering quality instruction are lifelong and critical goals of professional development of teachers. High-quality induction programs support qualified teachers for every child. We evaluated perceptions of beginning teachers relative to the effectiveness of induction activities, assistance, and support provided within their school districts. Overall, this group indicated that induction programs were sufficient for them to succeed during the first years of teaching. Implications for improving practice and recommendations for continuing research are discussed in this article. 相似文献
8.
The Program for Excellence in Teaching (PET) conducted in Israel aspires towards training excellent teachers but also towards creating agents of change within the educational system. This qualitative study, focusing on 21 students and beginning teachers who participated in the PET at a certain college of education in Israel, examines their professional expectations and the disparity between intentions and implementations that happens as the beginning teachers encounter the reality in schools. The article suggests three factors that address this disparity: the participants’ positive conception of the educational system, the isolation of the beginning teachers, and the induction process they must undergo. This article proposes various innovative recommendations for coping with this situation. 相似文献
9.
Little research has investigated factors that facilitate beginning teachers’ participation in professional learning activities related to differentiated instruction (DI). This study examines environmental factors for DI learning activities in a sample of 272 beginning teachers from 72 primary schools. Multilevel analyses show that teacher education, reflective dialogue, deprivatized practice, educational type, and diversity in student population are related to beginning teachers’ use of DI learning activities (i.e., learning in interaction and changes in practice). As such, the findings revealed that beginning teachers’ participation in such activities may depend on a multitude of factors. Several suggestions regarding these factors are made. First, teacher education can provide foundational knowledge of DI applications. Second, schools can enable teachers to have in-depth conversations with colleagues and provide opportunities to observe good teaching practices. Lastly, alternative schools and schools with diverse student populations can inspire other schools to enhance participation in DI learning activities. 相似文献
10.
Jared Boyce 《International Journal of Leadership in Education》2018,21(2):197-225
This study investigated the differences between how individual teachers perceive leadership for learning and how teachers collectively perceive leadership for learning, using a large nationally generalizable data-set of 7070 schools from the National Center for Education Statistics 2011–2012 Schools and Staffing Survey. This study used cross-validation multilevel factor analysis to find that individual teachers view leadership for learning as consisting of six factors (school influence, classroom control, collegial climate, student attendance, neighbourhood context, teacher commitment) whereas teachers collectively (e.g. as a faculty) perceive three factors that are non-isomorphic with the individual-level factors (instructional leadership, management, social environment). These results imply that teachers collectively have a functional view of leadership, while individual teachers have views more aligned to specific areas of influence. This article provides the beginning of a theoretical framework for future multilevel educational leadership research into teacher leadership and leadership for learning. 相似文献
11.
Tania Ferfolja 《Asia-Pacific Journal of Teacher Education》2008,36(1):5-18
This paper reflects on a new pre‐service teacher education initiative, Classmates. Classmates is a collaboration between the University of Western Sydney (UWS) and the New South Wales Department of Education and Training (DET), South Western Sydney Region. Classmates aims to prepare pre‐service teachers to work in challenging, hard‐to‐staff schools. These contexts typically have socially disadvantaged populations and annually experience teacher shortages and high teacher turnover, particularly amongst beginning and early career teachers. Classmates seeks to produce beginning teachers who are highly prepared for, confident and mentally and emotionally equipped to work in such environments. This discussion focuses on some of the positive attributes about the initiative, particularly its practicum structure; its nurturing of pre‐service teachers to work in challenging contexts; and its strong focus on networking and development of ongoing support structures. 相似文献
12.
《The Journal of educational research》2012,105(3):226-233
ABSTRACTThe authors use national data to examine variation in the proportion of beginning teachers in school districts across the United States by poverty, race, and urbanicity. In addition to being a proxy for teacher quality, the proportion of beginning teachers in a district also speaks to teacher turnover and therefore broader school quality issues. Findings suggest that districts with high-poverty levels; greater proportions of Black, Hispanic, and American Indian populations; and located in rural areas tend to have high percentages of novice teachers. This research provides insight into the persistent disparities in opportunity that confront children of poverty, color, and rural environments. 相似文献
13.
Misty Adoniou 《Teacher Development》2016,20(3):348-363
This article reports findings from a study of 14 beginning teachers in their first year of teaching in primary schools. By the end of the first year, half were reconsidering their long-term commitment to teaching. The study found they were considering leaving because they were struggling to be the teachers they had envisaged being. One reason for this was the lack of alignment between the supports offered to them, and their own visions of good teaching. The consequences of misaligned supports for beginning teachers are discussed, along with suggestions for the ways in which mentoring and induction programs can better support beginning teachers to be the teachers they wish to be. 相似文献
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15.
The purpose of this paper is to describe the school-based contextual constraints perceived by beginning elementary teachers as they attempted to enact their visions of effective mathematics teaching and the components of a mathematics-specific, university-based induction program designed to support elementary teachers in their teaching of mathematics. A significant number of beginning teachers in the program indicated that curriculum pacing guides and grade level teachers often discouraged their enactment of effective mathematics teaching. We describe the components of the induction program in general and then discuss the specific ways that program mentors, who were elementary teachers with expertise in mathematics teaching, supported beginning teachers in navigating the constraints identified. Data suggest that supporting teachers’ pedagogical agency to navigate local school contexts should be an additional consideration in teacher preparation and induction programs. 相似文献
16.
利用甘肃基础教育调查逾千名农村教师的微观个体数据,本文在职业选择与流动的经济理性视角下,分析了职初工资对教师首次行业内工作单位变动和首份教职工作持续时间长度的影响。根据教师职业经历变更历史及其原因,笔者剔除了行政调动样本,进而集中分析由教师自主发起的第一次工作经历变更。基于概率回归和生存分析的结果显示:首份教职工作的起始工资对教师主动发起的工作单位变动概率和首份教职的持续时间的影响具有非线性特征,只有职初工资达到一定阈限后,才能有效降低农村教师主动发起工作单位变更的概率和延长教师在首份工作上的停留时间;而且,任职于贫困县(区)的教师在首份工作岗位上的停留时间受起始工资的影响更明显。本文对边远艰苦或贫困地区的乡村教师队伍建设具有参考价值。 相似文献
17.
Joseph Mintz 《British Educational Research Journal》2019,45(2):254-274
There is a well-founded assumption in the literature that the first year of teaching presents challenges to beginning teachers. However, few studies have looked empirically at how beginning teacher perceptions about teaching ability change from the pre-service to the novice teacher year. This is particularly the case for inclusive education, where no substantive empirical studies have measured such a change in teacher perceptions across these phases of teacher development. This study tracks changes in the perceived self-efficacy of teachers in relation to working effectively with children with special educational needs (n = 67) following an inclusion-enhancement programme in the pre-service phase and enriched induction on inclusion in the novice teacher phase. The study employed a repeated panel survey design with an intervention and comparison group. A critique is made of the domain specificity of current measures used for considering self-efficacy for inclusion, and an alternative approach proposed. Results indicate that there were relative gains in self-efficacy from the start to the end of the pre-service teacher year due to the enhancement programme, and that these gains were maintained in the novice teacher year. However, there was no evidence that the induction enrichment had any impact on self-efficacy in this domain. Implications for the timing and intensity of induction for beginning teachers, as well as for future research directions on teacher education, are considered. 相似文献
18.
Hugh Gash 《Irish Educational Studies》2013,32(3):275-287
This study is about examining beginning teachers’ needs in relation to helping primary school children with mild learning difficulties. Both pre-service and in-service teachers were approached to assess their experience and needs in this area. In common with previous work in Ireland and internationally, beginning teachers were found to have problems with children in some difficulty, in relation to providing differentiated programmes to children, and with children who presented behaviour problems. While some steps can be taken to remedy these issues in the pre-service education of teachers, it is argued that these issues are best remedied for beginning teachers in an induction programme with support in their schools. 相似文献
19.
Teachers leaving the profession is an increasing trend also in Finland, which is interesting because many of the explanations found in other international contexts do not apply. The Finnish context, in which teachers are not controlled officially in any way, offers a unique context for investigating implicit control mechanisms and their relationship to teacher turnover. The research shows how intersecting discourses work in ways that may lead to self-exclusion of beginning teachers who cannot find a subject position within school. This happens unofficially and implicitly in a context that explicitly emphasizes teacher freedom, autonomy and societal appreciation. Teacher turnover provides tool for making visible the discursive boundaries that might otherwise stay hidden. 相似文献
20.
This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7–9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process. 相似文献