Is Teaching Less Challenging for Career Switchers? First and Second Career Teachers’ Appraisal of Professional Challenges and Their Intention to Leave Teaching

Troesch, Larissa Maria; Bauer, Catherine Eve

doi:10.3389/fpsyg.2019.03067

Cited by 19 publications

(11 citation statements)

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“…The item was scored using a 6-point Likert scale (from 1 = "Never" to 6 = "Extremely often"). A single item for measuring turnover intention has been commonly used in studies in the field of occupational psychology and teacher education, and its reliability and validity have been repeatedly confirmed (Hong 2012;Sprung et al 2012;Troesch and Bauer 2020).…”

Section: Turnover Intentionmentioning

confidence: 99%

“…In addition, the turnover intention was measured with a single question, which might have reduced the between-person differences in this variable and the strength of its relationships with other variables. However, a single item measuring turnover intention has been frequently used in previous organizational studies, and its good psychometric properties have been supported (Hong 2012;Troesch and Bauer 2020).…”

Section: Strengths and Limitations Of The Studymentioning

confidence: 99%

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The Buffering Effect of Spirituality at Work on the Mediated Relationship between Job Demands and Turnover Intention among Teachers

et al. 2021

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The purpose of this study was to examine whether spirituality at work moderates the direct and indirect (through burnout) effects of quantitative and emotional job demands on turnover intention among teachers. The sample consisted of 952 Polish primary and secondary school teachers. Burnout mediated the relationship between both types of job demands and turnover intention. In the model with quantitative job demands as an independent variable, spirituality at work moderated the second stage path of the indirect effect, i.e., the relationship between burnout and turnover intention (b = −0.022; SE = 0.004; p < 0.001; β = −0.14). In the model with emotional job demands as an independent variable, spirituality at work moderated the first and second stage paths of the indirect effect, i.e., the relationship between emotional job demands and burnout (b = −0.001; SE = 0.001; p = 0.032; β = −0.05) and the relationship between burnout and turnover intention (b = −0.020; SE = 0.004; p < 0.001; β = −0.14). In both models, the indirect effect of job demands on turnover intention through burnout weakened as spirituality at work increased. The results of the study support the inclusion of spirituality at work as a subcategory of personal resources in studies using the job demands-resources model.

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Section: Turnover Intentionmentioning

confidence: 99%

Section: Strengths and Limitations Of The Studymentioning

confidence: 99%

The Buffering Effect of Spirituality at Work on the Mediated Relationship between Job Demands and Turnover Intention among Teachers

et al. 2021

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“…In addition, teachers' reactions to their jobs have noteworthy impact on turnover intention. Teachers' professional identity, motivation (Grant et al, 2019 ), job satisfaction, self-efficacy (Troesch and Bauer, 2020 ), and work engagement (Tvedt et al, 2019 ) were negatively related to teachers' turnover intention, while burnout showed a positive relationship with teachers' intentions to quit (Madigan and Kim, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

What motivates rural teachers to retain? A study on Chinese rural teachers' turnover from grounded theory and FsQCA

2023

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This research is aim at a deeper understanding of factors that leading Chinese rural teachers' (CRTs) turnover in their profession. The study regarded in-service CRTs (n = 408) as the participants, adopted the semi-structured interview and an online questionnaire to collect the data, and used grounded theory and FsQCA to analysis the data based. We have found that (A) welfare allowance, emotional support, and working environment can be substituted equivalently to increase CRTs' retention intention while professional identity regarded as the core condition; (B) career development is neglected for two reasons: one is CRTs compensated for inadequate social support by self-improvement; another is CRTs adapted themselves to accept professional stagnation; (C) the CRTs will have a strong intention to retain but lack enthusiasm for teaching because lack professional identity when the external environment is favorable. This study clarified the complicated causal relationships between CRTs' retention intention and its factors, contributed to the practical development of CRTs workforce.

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“…Further differences between FCTs and SCTs relate to the perceived ability of SCTs to set goals with a self-directed, application-oriented approach to learning (Tigchelaar et al, 2008) and their comparatively higher job satisfaction . In addition, teacher educators (Tigchelaar et al, 2008(Tigchelaar et al, , 2010Troesch & Bauer, 2020) reported differences between SCTs and FCTs in several areas such as professional and life experiences, a conscious choice to work with children, having no recent experiences as pupils and, therefore, being open to instructional innovation, and having experience in raising children. These commonly identified differences of SCTs compared to FCTs (Etherington, 2011;Tigchelaar et al, 2008; have led to dedicated education programmes.…”

Section: Characterisation Of the Sct Populationmentioning

confidence: 99%

“…These commonly identified differences of SCTs compared to FCTs (Etherington, 2011;Tigchelaar et al, 2008; have led to dedicated education programmes. These are often shorter than FCT teacher education programmes to account for previous experiences (Troesch & Bauer, 2020). Additionally, SCT education programmes must be compatible with commonly identified differences such as family and financial responsibilities, recognising previous experiences, and allowing for self-directedness of goal-setting and learning.…”

Section: Characterisation Of the Sct Populationmentioning

confidence: 99%

Investigation of Sense-making of New Teachers With Prior Professional Experience (SCT) in Switzerland: an Interpretative Phenomenological Analysis

Weinmann¹

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This research sought to investigate the lived experiences of new teachers with prior professional occupational experience (also referred to as second-career teachers – SCT). This was within the context of a growing phenomenon – the prolonged and projected teacher shortage in Switzerland (SRF news, 2021). The objective was to increase psychological and sociological understanding of the meaning-making of SCTs, to add to interdisciplinary knowledge to conceptualise the phenomenon, and give voice to the experienced impact of the SCT phenomenon. Through the findings, I present an in-depth, idiographic analysis of the lived experiences of SCTs. Four superordinate themes were identified: ‘Directing career transformation’, ‘Making amendments to the self’, ‘Accentuating social professional support’, and ‘Implications of career transformation’. The findings suggest that participants adapted to becoming SCTs by learning in four primary ways: about their new roles; from their teaching experiences at the new workplace; from others (pupils, practitioners); and contextualising their previous professional experience. Due to those learning experiences, participants were able to reflect on how they directed their careers, highlighting what it meant to them and further constructing their career narrative. Therefore, the four superordinate themes are connected by the notion of an epic – of transforming the self by adapting to the role as teacher and teaching in a school and by narrating the meaning thereof. This research makes three original contributions to understanding the SCT phenomenon: • contributing empirical evidence on the growing SCT phenomenon in Switzerland; • applying an interdisciplinary perspective and conceptualising the phenomenon as transformation underpinned by a constructivist philosophy; and • methodological contributions including a meta-narrative analysis and employing IPA as a research philosophy and methodology. I discuss various implications for practice and research. I conclude that those who are involved in SCT career pathways (including SCTs themselves) ought to be aware of the need for SCTs to personalise their career further. Therefore, these needs can be considered in designing relevant career pathways to ensure long-term, sustainable careers in teaching to effectively respond to the aforementioned teacher shortages.

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Is Teaching Less Challenging for Career Switchers? First and Second Career Teachers’ Appraisal of Professional Challenges and Their Intention to Leave Teaching

Cited by 19 publications

References 50 publications

The Buffering Effect of Spirituality at Work on the Mediated Relationship between Job Demands and Turnover Intention among Teachers

The Buffering Effect of Spirituality at Work on the Mediated Relationship between Job Demands and Turnover Intention among Teachers

What motivates rural teachers to retain? A study on Chinese rural teachers' turnover from grounded theory and FsQCA

Investigation of Sense-making of New Teachers With Prior Professional Experience (SCT) in Switzerland: an Interpretative Phenomenological Analysis

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