Student Teachers' Expectations of Teaching as a Career in England and Norway

Kyriacou, Chris; Kunc, Richard; Stephens, Paul; Hultgren, A§Ge

doi:10.1080/0013191032000118910

Cited by 78 publications

(82 citation statements)

References 3 publications

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“…This means that teachers' beliefs and attitudes, which most teachers have acquired during their careers, are declining in importance (van den Berg, 2002). Teachers are frustrated with excessive paperwork, intensification of work or lack of time, administrative routines or increasing bureaucratic, extra-curricular assignments or role overload (Brown et al, 2002;Hargreaves, 1994;Kyriacou, Kunc, Stephens & Hultgren, 2003;Moriarty et al, 2001;Perrachione et al, 2008). Low salary is also associated with a decreased commitment to teaching (Guarino, Santibañez & Daley, 2006).…”

Section: Factors That Are Causing Job Dissatisfactionmentioning

confidence: 99%

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Mäkelä

Hirvensalo

Whipp

2014

Research Quarterly for Exercise and Sport

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Mäkelä, Kasper PE teachers' job satisfaction, turnover, and intention to stay or leave the profession Jyväskylä: University of Jyväskylä, 2014, 100 p. (Studies in Sport, Physical Education and Health ISSN 0356-1070; 208) ISBN 978-951-39-5766-7 (nid.) ISBN 978-951-39-5767-4 (PDF) Finnish summary Diss.The purpose of this study was to assess Finnish PE (physical education) teachers' job satisfaction, turnover, intention to leave the profession, and profession. Reasons behind the turnover or intention to leave were also determined. In addition, reasons for job satisfaction and retention in the profession were measured.Data was obtained from the PE teachers' job and education satisfaction project, which was undertaken in the Department of Sport Sciences. This study was aimed at PE graduates from the University of Jyväskylä between 1980 and 2008. Overall, the target group included 1480 PE graduates. Two structured questionnaires were sent to this group. The first questionnaire was directed at those who were teaching PE and the other for those who were working in some other profession. A total of 1084 PE graduates answered the questionnaire.Approximately 76% of respondents were working in the PE teaching profession, while 23% were working in some other profession and 20 respondents were retired. Of those who were working in the PE teaching profession, 79.5% were either satisfied or very satisfied with their jobs. However, 39% of the PE teachers identified an intention to leave the profession. A Mann-Whittney test revealed that workload and stress factors influenced women more than men in their intention to leave. Intentions to leave were highest among those who had been working 16 to 20 years as a PE teacher. Of those who had changed their profession, 44% were still working in school-related professions (movers), while 56% were working outside of a school context (leavers).A t-test comparison between men and women with revealed that rushed and tight schedules, poor working conditions, and physical workload influenced women more than men in their decision to leave. For men, lack of collegial interaction was more of a driver to leave than for women. Only a quarter of former PE teachers said that they had any intention to return to PE teaching. Logistic regression analysis revealed that good working conditions, well-organized teaching, and respect are important factors for satisfaction and retaining PE teachers in the profession. It was also found that physical workload should be taken into consideration for older PE teachers, especially female PE teachers.An understanding of factors that can cause job dissatisfaction and intention to leave is important for reducing PE teacher turnover and improving the quality of the work life of PE teachers. Retaining qualified PE teachers in the profession is essential for offering quality PE for pupils.

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Section: Factors That Are Causing Job Dissatisfactionmentioning

confidence: 99%

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Mäkelä

Hirvensalo

Whipp

2014

Research Quarterly for Exercise and Sport

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“…Evidence from both Europe and the USA shows that job dissatisfaction is a major factor in an exodus of beginning teachers. Kyriacou et al (2003) suggest there are four main reasons why teachers leave early, namely workload, salary, disruptive pupils and finally, the status of the teaching profession.…”

Section: Research On Teacher Motivation and Influences On Teachersmentioning

confidence: 99%

“…Surveys of factors motivating people to enter teaching and of practising teachers reveal a positive picture of motives and intrinsic job satisfaction (Duke, Murdock, Bontempi, Columbus, & Kaufman, 2004;Kyriacou, Kunc, Stephens, & Hultgren, 2003;Moran, Kilpatrick, Abbott, Dallat, & McClune, 2001;Spear, Gould, & Lee, 2000). The issue of teacher motivation and resilience is key internationally, given the high incidence of attrition from the teaching profession: In the USA up to 46% of beginning teachers leave the profession within five years of qualification (Ingersoll, 2004).…”

Section: Research On Teacher Motivation and Influences On Teachersmentioning

confidence: 99%

It’s the little things: exploring the importance of commonplace events for early‐career teachers’ motivation

Kitching

Morgan

O’Leary

2009

Teachers and Teaching

100

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This paper seeks to provide a rationale for further researching the everyday events that keep teachers motivated or that discourage them. We put forward the idea that routine Affect Triggering Incidents (ATIs) are an important area for researchers to investigate in terms of how they impact teacher motivation and resilience. Two groups of participants in separate consecutive studies kept weekly diaries of incidents that made them feel good or bad about themselves in their work as teachers (Study 1) and added weekly inventories of their commitment to teaching as well as measures of self-efficacy and self-esteem (Study 2). An analysis of the ATIs in these diaries revealed that student engagement and student achievement are major factors in incidents triggering regular positive feelings while students' behaviour and perceived difficulties around home influences are major factors in regular dissatisfaction. These everyday ATIs are important in the sense that they correlate significantly with measures of commitment to teaching, especially in the case of positive ATIs.

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“…Singh and Valsaraj (2011) studied the comparison of the occupational stress among teachers in different schools in Uttar Pradesh, India and found out that there was a significant difference in occupational stress of teachers in different schools. Higher levels of occupational stress have been associated with poor teacher performance, absenteeism and leaving the job (Kyriacou, Kunc, Stephens & Hultgren, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

The Impact of Occupational Stress on Job Satisfaction Among Kenyan Primary School Teachers

Koros

Momanyi²,

Chakua

2018

int.jour.sci.res.mana

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Teaching profession has been hit by high teacher turnover and attrition resulting in shortage of teachers in primary schools. The purpose of this study was to determine the impact of occupational stress on job satisfaction among primary school teachers in Nandi County, Kenya. The main objective was to find the relationship between occupational stress and job satisfaction. This study adopted the explanatory survey research design. The study targeted a total of 1652 primary school teachers. Simple random sampling technique was used to select a sample of 312 teachers. The main data collection instrument was a questionnaire for the teachers. The data collected was analysed through the use of SPSS by regressing and correlating occupational stress and job satisfaction in order to determine the strength of the relationship. The study results indicated that there was a positive relationship between occupational stress and job satisfaction (β = .527, p = .000). The coefficient of determination (R 2 = .452) for the estimated model indicated that 45.2% of the deviations in occupational stress contribute towards job satisfaction among primary school teachers. A majority of the primary school teachers are dissatisfied with teaching and if given an opportunity would leave teaching for other professions. The study recommends that it is imperative of government and other stakeholders in education to ensure a high level of career satisfaction for highly qualified and experienced teachers.

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Student Teachers' Expectations of Teaching as a Career in England and Norway

Cited by 78 publications

References 3 publications

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

It’s the little things: exploring the importance of commonplace events for early‐career teachers’ motivation

The Impact of Occupational Stress on Job Satisfaction Among Kenyan Primary School Teachers

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