Early career teacher attrition: new thoughts on an intractable problem

Gallant, Andrea; Riley, Philip

doi:10.1080/13664530.2014.945129

Cited by 109 publications

(85 citation statements)

References 32 publications

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“…In recent years, there has been an increasing amount of literature investigating the various perspectives of an ECTs professional life including; the effectiveness of teacher preparation programs in preparing teachers (Kane, Rockoff & Staiger, 2008;Kane & Francis, 2013;Schuck, Aubussion, Buchanan & Russell 2012;Veen, Bakermans, Franzen & Van Hoof, 1996); teacher identity (Arvaja, 2016;Samuel, 2008); the effectiveness of mentoring and induction programs (Burke, Aubussin, Schuck, Buchanan & Prescott, 2015;Schuck ,et al 2012); factors influencing teacher retention and attrition (Ewing & Smith, 2003, Fantilli & McDougall, 2009Fenwick, 2011;Gallant & Riley, 2014); and teacher registration and professional standards for teachers (Leonard, 2012;Schuck, et al 2012). Together, these studies suggest that many factors affect beginning teachers at the start of their career.…”

Section: Introductionmentioning

confidence: 99%

“I Sorta Felt Like I was out in the Middle of the Ocean”: Novice Teachers’ Transition to the Classroom

Miles

Knipe

2018

AJTE

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Section: Introductionmentioning

confidence: 99%

“I Sorta Felt Like I was out in the Middle of the Ocean”: Novice Teachers’ Transition to the Classroom

Miles

Knipe

2018

AJTE

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“…The work draws on identity theory, particularly using the scholarship of Schaefer et al (2012), Kelchtermans (2005), Day (2002), and Gu and Day (2007), among others. Despite Liz's leaving being a 'long drawn-out process' (Gallant & Riley, 2014), she eventually reaches a point when a plethora of factors conspired together, causing her integrated personal-professional identity to be consumed. Once again, one leaves a reading in this issue thinking that the experienced British teacher, Liz, resembles the three Israeli research participants, Rakefet, Iris, and Yaara, whose work orientation was of the calling variety.…”

mentioning

confidence: 99%

International teacher attrition: multiperspective views

Craig

2017

Teachers and Teaching

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“…In focusing on the experiences of early-career teachers who have adjusted their personal expectations, this study provides a contrast to other research (Friedman, 2000;Gallant & Riley, 2014) describing teachers whose attempts to realign their personal expectations resulted in burnout and premature exit from the profession. This study instead contributes to the body of work focusing on the experiences of continuing early-career teachers, and the factors which have led them to remain in the profession.…”

Section: Purpose Of the Studymentioning

confidence: 45%

“…Nevertheless, early-career teachers often feel dissatisfied, frustrated and disillusioned in compromising their initial expectations of themselves as teachers, impacting upon teacher quality and attrition (Flores & Day, 2006;Gallant & Riley, 2014;Gaudelli & Ousley, 2009;Pillen et al, 2013c;Ruohotie-Lyhty, 2013;Trent, 2016). Thus, although confronting unrealistic personal expectations can provide new hope and positive challenges for early-career teachers (Olsen, 2010), it also has significant consequences when teachers are unable to adjust effectively, or when these tensions impact upon motivation, efficacy or resilience (McCormack, Gore & Thomas, 2006).…”

Section: Purpose Of the Studymentioning

confidence: 99%

“…Burnout, a stress-related process of exhaustion, depersonalisation and unaccomplishment (Maslach, 1993), has also been reported as very real possibility for early-career teachers who struggle to negotiate this tension (Chang, 2009;Friedman, 2000;Gallant & Riley, 2014;Schwarzer & Hallum, 2008). Fantilli and McDougall (2009), Gallant and Riley (2014) and Henke, Chen and Geis (2000) observe that many of the best and brightest leave the profession due to a mismatch of their expectations of themselves, and their perceived performance -in fact, Pittard (2003) suggests that the more committed an early-career teacher is, the greater the disappointment. In drawing attention to the consequences for those teachers unable to adjust their expectations of themselves in their teaching role, findings such as these lay the foundations for the current study.…”

Section: Attrition Teacher Effectiveness and Resiliencementioning

confidence: 99%

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Adjusting Personal Expectations: An Analysis of Early-Career Teacher Narratives

Constantine¹

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iii AbstractThe early years of a teacher's career are often a site of tension, where long-standing beliefs about what it is to be a teacher are challenged. The images and ideals that teachers have of themselves -their "personal expectations" (Cole & Knowles, 1993) -have recognised implications for the development of a teacher's professional identity. Early-career teachers often confront a disparity between their personal expectations, and what they find to be realistic to achieve in practice. Understanding how early-career teachers adjust their personal expectations, whilst at the same time maintaining their commitment to the profession, is at the core of this narrative study.This study of four early-career teachers in Queensland seeks to address the following research questions: (1) how do teachers adjust their personal expectations during the early-career years? and (2) This study drew upon semi-structured interviews (Schuman, 1982;Seidman, 2013) in the data collection phase. Not only did the research method allow for depth in the responses, but also allowed for participants to engage in a process of ongoing reflection and engagement in the construction of the narrative. The analysis was guided by the narrative approach detailed by Clandinin and Connelly (2000), andConnelly and Clandinin (2006). The findings of the study are presented as narratives:individual, idiosyncratic stories of teachers' lives, experiences and expectations. Abstract ivThe findings of this study suggest that early-career teachers adjust their personal expectations gradually and with difficulty, and only through reflecting and acting upon their own professional experimentation. Importantly, the findings demonstrate that whilst feedback, collegial relationships and trial-and-error practices are critical for early-career teachers to develop more realistic expectations of themselves, retaining some aspects of their initial expectations allows them to maintain their ideological vision of themselves in a teaching role. This study provides considerable insight into the ways that teachers can be better prepared for their first years in the profession, and, as such, has implications for early-career teachers, school administrators, policymakers, and for universities. The findings suggest that encouraging early-career teachers to confront unrealistic personal expectations is critical in empowering them to shape strong professional identities.Abstract v

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Early career teacher attrition: new thoughts on an intractable problem

Cited by 109 publications

References 32 publications

“I Sorta Felt Like I was out in the Middle of the Ocean”: Novice Teachers’ Transition to the Classroom

“I Sorta Felt Like I was out in the Middle of the Ocean”: Novice Teachers’ Transition to the Classroom

International teacher attrition: multiperspective views

Adjusting Personal Expectations: An Analysis of Early-Career Teacher Narratives

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