Attrition, Retention, and Development of Early Career Teachers: Pan-Canadian Narratives

Kutsyuruba, Benjamin; Walker, Keith; Makhamreh, Maha Al; Stasel, Rebecca Stroud

doi:10.37119/ojs2018.v24i1.376

Cited by 18 publications

(14 citation statements)

References 73 publications

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“…Often in the early stages of a teacher's career, administration, colleagues, professional communities, and parents can assist in helping the beginning teacher feel that they can manage challenges in adaptive ways (e.g. Kutsyurba et al., 2019 ). Through discussions in each of the focus groups, it seemed that while the majority of participants felt they were supported as much as they could be, at certain points during the pandemic it felt insufficient.…”

Section: Resultsmentioning

confidence: 99%

“…Resilience is known to play an important role in teacher retention (e.g., Kutsyuruba et al., 2019 ). In particular, building personal strengths and knowing what will sustain you into the future are crucial components in becoming a resilient person and teacher (e.g., Goodman et al., 2017 ; Mowbray, 2014 ).…”

Section: Resultsmentioning

confidence: 99%

“…Regardless, it is important that beginning teachers feel supported both personally and professionally. This may, in turn, improve their emotional intelligence, teacher self-efficacy, sense of resiliency, and hopefully increase their potential to remain in the profession over the span of a career (e.g., Kutsyuruba et al., 2019 ).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Factors that influence beginning teacher retention during the COVID-19 pandemic: Findings from one Canadian province

Gunn

McRae

Edge-Partington

2023

International Journal of Educational Research Open

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Factors that influence beginning teacher retention during the COVID-19 pandemic: Findings from one Canadian province

Gunn

McRae

Edge-Partington

2023

International Journal of Educational Research Open

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“…These constructs are of utmost practical significance in contemporary HEIs as pressing work demands are prevalent amid the shift toward corporate structure and competitive business models (Arroyo and Segovia, 2019). Moreover, passion and career resilience have always been the core of the teaching profession (Gu and Day, 2007; Kutsyuruba et al. , 2019).…”

Section: Discussionmentioning

confidence: 99%

Keeping up with this workload is difficult: the ramifications of work overload on career resilience

Fatima

Bilal²,

Waqas³

et al. 2022

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PurposeA paradigm shift toward a corporate model of higher educational settings has led to complex and excess work demands, yet the potential long-run ramifications of work overload are still under-examined. Building the arguments on the “spiral of resource loss” corollary of the conservation of resources (COR) theory, the authors have bridged this gap by testing how work overload spills over into career resilience via reduced harmonious passion. In addition, the authors compare how the employees having standardized workloads differ in their harmonious passion and career resilience from those having excessive (non-standardized) workloads.Design/methodology/approachThrough a longitudinal natural field experiment of 402 faculty members [N = 198 in the standardized group (optimal load) and N = 204 in the non-standardized group (overload)] working in higher educational institutions of Pakistan, data were collected in three waves (each six months apart). The group comparison, trend analysis and longitudinal mediation analysis done through SPSS and MPlus affirmed the hypothesized associations.FindingsThe results have shown that work overload impacts career resilience through the mediating role of harmonious passion. The faculty members in the standardized workload had more passion and career resilience as compared to the non-standardized workload group. In addition, these impacts intensified overtime for the overloaded faculty members while faculty members with optimal workload sustained their passion and resilience for the teaching profession.Originality/valueTaking the COR perspective, this study sheds light on how faculty members' work overloads reduce their capability to retain their passion and resilience for teaching from a longitudinal and experimental perspective.

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“…Due to the lack of teaching experience and uncertain job stability, among other factors, new teachers are a vulnerable population (Kutsyuruba et al, 2018). The nature of novice teachers' experiences in their first years of teaching has been well documented (Beutel et al, 2017;Bowsher et al, 2018;Carver-Thomas & Darling-Hammond, 2017;Clark & Brynes, 2012;Dishena & Mokoena, 2016).…”

Section: First Year Teachers' Mentors Assignedmentioning

confidence: 99%

A Case Study: A Novice Teacher’s Mentoring Experiences the First Year and Beyond

Washington

2022

Education and Urban Society

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Serving over 1.1 million students in more than 1,800 public schools, the New York City Department of Education is the largest school district in the nation. When individuals graduate from college with a bachelor’s degree in teacher education the New York City Department of Education assign a school-based mentor for one year. The case study examined how a novice special education teacher described his reflective experiences and progress, or lack thereof. The central research question was, “What were the differences, challenges, and successes between novice teachers’ first-year experiences and their third-year mentoring experiences?” Data collection included an individual interview. Data analysis was analyzing themes by manual coding. The findings were a lack of resources and exemplary administrative support. Still, often too late, lack of available materials, qualified mentor-teacher role, impractical standard planning time, meaningful observations, and good work ethics are qualities of mentors and initial dissatisfaction without a mentor. These results can inform school districts what happens when mentors are not assigned and develop improved mentoring programs for new special education teachers. A limitation of this study was one novice teacher was interviewed, and the findings were not generalized to other novice special education teachers. However, the implication was that new teachers, especially special education teachers, need mentors in the first year of teaching and beyond. Social change may include improved mentoring programs for school districts to ensure that novice special education teachers remain in the teaching profession.

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Attrition, Retention, and Development of Early Career Teachers: Pan-Canadian Narratives

Cited by 18 publications

References 73 publications

Factors that influence beginning teacher retention during the COVID-19 pandemic: Findings from one Canadian province

Factors that influence beginning teacher retention during the COVID-19 pandemic: Findings from one Canadian province

Keeping up with this workload is difficult: the ramifications of work overload on career resilience

A Case Study: A Novice Teacher’s Mentoring Experiences the First Year and Beyond

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