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

Gunn, Thelma M.; McRae, Philip A; Edge-Partington, Moriah

doi:10.1016/j.ijedro.2023.100233

Cited by 5 publications

(3 citation statements)

References 36 publications

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“…The stress associated with abrupt changes in the work environment, combined with the high demands and responsibility levels puts teachers at risk of experiencing work-related burnout. In fact, previous studies have found that, during 2020, teachers were more likely to consider leaving the classroom before retirement age 39 , 45 – 47 , and at least 23% considered retiring specifically due to the pandemic 48 , which has aggravated the already existing global crisis of teacher shortages 42 . In our survey, as expected, the frequency of teachers considering leaving their profession was higher for those with more years of experience.…”

Section: Discussionmentioning

confidence: 99%

Elementary school teachers’ perspectives about learning during the COVID-19 pandemic

Alvarez-Rivero,

Odgers,

Ansari

2023

npj Sci. Learn.

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How did school closures affect student access to education and learning rates during the COVID-19 pandemic? How did teachers adapt to the new instructional contexts? To answer these questions, we distributed an online survey to Elementary School teachers (N = 911) in the United States and Canada at the end of the 2020–2021 school year. Around 85.8% of participants engaged in remote instruction, and nearly half had no previous experience teaching online. Overall, this transition was challenging for most teachers and more than 50% considered they were not as effective in the classroom during remote instruction and reported not being able to deliver all the curriculum expected for their grade. Despite the widespread access to digital technologies in our sample, nearly 65% of teachers observed a drop in class attendance. More than 50% of participants observed a decline in students’ academic performance, a growth in the gaps between low and high-performing students, and predicted long-term adverse effects. We also observed consistent effects of SES in teachers’ reports. The proportion of teachers reporting a drop in performance increases from 40% in classrooms with high-income students, to more than 70% in classrooms with low-income students. Students in lower-income households were almost twice less likely to have teachers with previous experience teaching online and almost twice less likely to receive support from adults with homeschooling. Overall, our data suggest the effects of the pandemic were not equally distributed.

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Section: Discussionmentioning

confidence: 99%

Elementary school teachers’ perspectives about learning during the COVID-19 pandemic

Alvarez-Rivero,

Odgers,

Ansari

2023

npj Sci. Learn.

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“…The extra workload during the pandemic might have influenced teachers’ perception of their profession and therefore it would be useful to repeat the survey in the post-pandemic era. However, the examination of factors affecting the retention of novice teachers amid the COVID-19 pandemic in Canada revealed that while teachers expressed dissatisfaction with the circumstances created by the pandemic, their discontent did not extend to their perception of the teaching profession (Gunn et al ., 2023).…”

Section: Limitationsmentioning

confidence: 99%

Why do teachers leave schools? Evidence from lower secondary schools in the Czech Republic

Straková,

Simonová

2024

IJEM

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PurposeThis study aims to supplement the international knowledge on factors determining retention in the teaching profession with findings from the Czech Republic. The study aims to answer the question of what factors on the part of schools and teachers are related to teachers’ decision to leave the teaching profession, either temporarily or permanently. It also examines the differences between teachers at the beginning and end of their professional careers.Design/methodology/approachThis study presents a secondary analysis of the data collected in a survey of 1,230 Czech secondary school teachers implemented in 2021 in the same schools as the TALIS survey in 2018. The longitudinal design makes it possible to observe the impact of school variables on teachers’ willingness to remain in the profession. Data are analysed through logistic regression.FindingsThe analysis shows the importance of sufficient financial evaluation, the composition of the student body, instructional leadership, and school innovativeness for the retention of teachers in the profession. The analysis further shows that the factors causing teachers to leave the profession differ for those at the beginning and at the end of their teaching careers.Research limitations/implicationsThe limitations of the study lie in the fact that this is a secondary analysis. The questionnaires were not designed in accordance with the aim of our study, and so the variables were constructed from existing data to best fit our chosen framework.Practical implicationsThe results of our analysis indicate that the Czech education policy should focus not only on general increases in teachers’ salaries, but also on the adjustment of increases over the course of a teacher’s career. The starting salary may be important for retaining young teachers in the profession, while at later stages in their careers their decision to stay may be more influenced by other factors. Our research also showed the importance of leadership. In schools where the principal supports his or her teachers and takes care of their professional development, teachers have a greater tendency to stay in the profession than in schools where the management does not perform this function.Originality/valueThe study enriched international knowledge about factors affecting teachers' retention in the profession with findings from the Czech educational system characterized by high school autonomy and low teacher salaries.

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“…Reading dense academic language can be time-consuming for educators who have not previously been exposed to such language conventions, or find reading difficult (due to reading skill, vision impairments, neurodiversities, etc.). Research by Gunn et al (2023) has found that teachers are increasingly afforded less time for planning, researching, and engaging with professional development. Teachers may therefore choose to spend their limited time engaging with more accessible materials, rather than undertaking the time-consuming process of deciphering complex academic language.…”

Section: Language In Scholarly Publicationsmentioning

confidence: 99%

Delete the PDF and Start Again? Exploring the Potential for Innovative Dissemination Methods of Music Education Scholarship

SIMPSON

2023

ACT

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Research from Sheehy (2016) found that in-service educators are increasingly disengaging from the scholarly field. This paper highlights and critiques paradigmatic approaches used to disseminate scholarly research in music education which ostensibly lead to teacher disengagement, including the use of academic language, issues of accessibility, and the “printable” formats of scholarly texts. It utilizes Reynolds’ (2009) discussion of factors which led to the development of the musical genre “post-punk” as a framework to critique, compare, and discuss how discourses of social media may inform the development of innovative scholarly research dissemination methods. In doing so a new “genre” of scholarly publication which is informed by normative academic practices and those associated with social media is both proposed and exemplified. It is argued that these proposed innovative dissemination methods have the potential to reengage in-service educators within the scholarly field; and foster academic publications which are considered more engaging, accessible, and relevant.

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

Cited by 5 publications

References 36 publications

Elementary school teachers’ perspectives about learning during the COVID-19 pandemic

Elementary school teachers’ perspectives about learning during the COVID-19 pandemic

Why do teachers leave schools? Evidence from lower secondary schools in the Czech Republic

Delete the PDF and Start Again? Exploring the Potential for Innovative Dissemination Methods of Music Education Scholarship

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