Teacher Attrition and Retention Research in Australia: Towards a New Theoretical Framework

Mason, Shannon; Matas, Cristina Florencia Poyatos

doi:10.14221/ajte.2015v40n11.3

Cited by 57 publications

(74 citation statements)

References 53 publications

(128 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…All pre-service mainstream primary teachers need to master these skills during their training if they are to work effectively with bilingual students (de Jong & Harper, 2005). Promotion of the deployment of translanguaging in higher education may also make a contribution to increasing the retention of beginning teachers in the first five years of their careers (Mason & Poyotas-Matas, 2015).…”

Section: Discussionmentioning

confidence: 99%

"There's too much to explain": On being a bilingual pre-service teacher in a monolingual teacher education institution

Coleman

2016

AJTE

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

"There's too much to explain": On being a bilingual pre-service teacher in a monolingual teacher education institution

Coleman

2016

AJTE

View full text Add to dashboard Cite

“…Kromě sledování fluktuace (atrice a migrace) se výzkum v posledním desetiletí zaměřuje na zajištění retence učitelů v profesi. Příkladem takového komplexního výzkum-ného přístupu může být již výše citovaná australská studie (Mason & Matas, 2015). Trendem by tedy mělo být udržet učitele v profesi, popř.…”

Section: Diskuse a Závěryunclassified

“…Jedná se o lidský, sociální, strukturální a pozitivně psychologický kapitál (Mason & Matas, 2015). Pokud bychom chtěli zkoumat fluktuaci učitelů a její dopad na klima učitelských sborů a také na kvalitu výstupů školy (především úspěš-nost žáků a jejich dosahované výsledky), pak měli bychom vždy hledět na problematiku ze všech těchto pozic.…”

unclassified

“…Ostatní faktory, které přispívají k odchodům, jsou variabilnější, proto autoři vyvozují, že jsou více závislé na osobnosti učitele či specifických podmínkách vytvořených pro vyučování na dané škole (Kartsenti & Collin, 2013). Zdá se, že autor se zaměřuje na psychologické fenomény, jak je později, v roce 2015, formulovali autoři Mason a Matas ve své teorii čtyř kapitálů, ve složce pozitivně psychologický kapitál (Mason & Matas, 2015).…”

unclassified

See 1 more Smart Citation

Fluktuace učitelů: vybrané zahraniční teorie a výzkumné přístupy

Rozkovcová¹,

Urbánek²

2017

View full text Add to dashboard Cite

show abstract

“…Mason and Matas (2015), in their literature review of Australian teacher attrition research over the past decade, found that despite increasing research interest in this area, the research is dominated by small-scale, qualitative studies. The Australian Institute for Teaching and School Leadership (AITSL, 2016) suggests that there is a lack of consistency within the research and the Australian education sector as to definitions of 'attrition ' and 'retention' (p. 4).…”

Section: Attrition Teacher Effectiveness and Resiliencementioning

confidence: 99%

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

Constantine¹

View full text Add to dashboard Cite

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

show abstract

Teacher Attrition and Retention Research in Australia: Towards a New Theoretical Framework

Cited by 57 publications

References 53 publications

"There's too much to explain": On being a bilingual pre-service teacher in a monolingual teacher education institution

"There's too much to explain": On being a bilingual pre-service teacher in a monolingual teacher education institution

Fluktuace učitelů: vybrané zahraniční teorie a výzkumné přístupy

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

Contact Info

Product

Resources

About