“So I had to give it up”: The role of social support for career persistence or attrition in a qualitative sample of second career teachers

Abstract

This qualitative study uses the Job Demands-Resources framework to examine social support and its role in career retention or attrition among Swiss second career teachers (SCTs). In many countries, including Switzerland, great efforts are made to bring professionals from other occupational fields into teaching. As a result, the number of SCTs is growing, as are speculations about their skills, resources, and career persistence. A qualitative content analysis of 23 semi-structured interviews shows that support from colleagues and principals is a crucial job resource for SCTs, but seems to be positively associated with work engagement and career retention only if it is offered in forms that are sensitive to SCTs’ own needs and skills. Implications for SCT training and job induction are discussed.

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

“…Finally, there is an opportunity to contribute empirical evidence of the growing SCT phenomenon in Switzerland. This, then, responds to the identified need to further research the SCT phenomenon in this location (Bauer & Troesch, 2019;Bauer et al, 2021; and the recent call for more perspectives in career research (Sullivan & Al Ariss, 2019). In summary, this research is an opportunity to conceptualise the SCT phenomenon as a transformational experience that is informed by an interdisciplinary, constructive perspective.…”

“…Similarly, previous research has emphasised the value of support from experienced colleagues for new teachers (Anderson et al, 2014;Bauer et al, 2021;Fry & Anderson, 2011;Gordon, 2019;Haim & Amdur, 2016;Ilmer et al, 2005;O'Connor et al, 2011). In addition, previous research demonstrated a tendency to prioritise negative emotions and experiences, such as rejecting mentors due to age differences and problematic aspects of support relationships such as professional disagreements and expectations to accept role-modelling (Gordon, 2019;Haim & Amdur, 2016;Ilmer et al, 2005;Morton et al, 2006).…”

“…Therefore, it is suggested that research on new teachers with prior occupational experience might contribute most to the body of knowledge on the SCT phenomenon and so complement existing research in Switzerland (Bauer & Troesch, 2019;Bauer et al, 2021;Keck, 2020; as well as internationally.…”