Teacher Retention and Attrition: Views of Early Career Teachers

Buchanan, John; Prescott, Anne; Schuck, Sandy; Aubusson, Peter; Burke, Paul F.; Louviere, Jordan J.

doi:10.14221/ajte.2013v38n3.9

Cited by 246 publications

(148 citation statements)

References 29 publications

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“…The main limitation of 1995-1999 2000-2004 2005-2009 2010-2014 this approach to sampling is the inability to project the findings to wider populations, firstly due to the small number of most of the study samples, and also because of the different lengths of time over which teachers were followed. Some studies observed teachers at the beginning of their careers in longitudinal studies for three years (Frid, Smith, Sparrow, & Trinidad, 2008;Harrington & Brasche, 2013), four years (Buchanan, Prescott, Schuck, Aubusson, Burke, & Louviere, 2013) and up to five years (Manuel, 2003) into their careers. Two more studies looked at attrition rates of teachers by seeking out the destinations of specific cohorts of graduates at a future post-graduation point in time.…”

Section: Definitions Of Attrition and Retentionmentioning

confidence: 99%

“…Next, teachers' perspectives were used to uncover factors that may relate to their decisions to stay or leave the profession. In some cases, the perspectives of current teachers were sought (Handal, Watson, Petocz, & Maher, 2013;Laming & Horne, 2013), while others sought the perspectives of former teachers (Buchanan, 2009(Buchanan, , 2010(Buchanan, , 2012Howes & Goodman-Delahunty, 2014), and still others sought both (Buchanan et al, 2013;Mason, 2010). A unique study sought the perspective of indigenous Australian teachers regarding the factors they believe promote retention or attrition of non-indigenous teachers in their communities (Hall, 2012).…”

Section: Definitions Of Attrition and Retentionmentioning

confidence: 99%

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

Mason

Matas

2015

AJTE

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Section: Definitions Of Attrition and Retentionmentioning

confidence: 99%

Section: Definitions Of Attrition and Retentionmentioning

confidence: 99%

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

Mason

Matas

2015

AJTE

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“…This finding has been supported by Buchanan et al (2013) who examined the factors that influence teachers' decisions about staying in or leaving the profession. They found that teachers who valued the opportunities they receive for professional learning remain at schools longer than the others.…”

Section: Discussionmentioning

confidence: 76%

Factors Related to Retention Behaviour of Teachers in Islamic Private Schools in Three Southernmost Provinces in Thailand

Churngchow¹,

Sittichai²

2014

ASS

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This research aimed to study the factors that affect the persistence of ordinary teachers in private schools in three southernmost provinces of Thailand. The samples were 246 ordinary teachers in Islamic private schools divided into 2 categories: the first group was 131 teachers who remained an instructor in the school and the second group was 115 ex-teachers who had resigned from school. This was a mixed method research, using questionnaire and semi-structured interview. Discriminant analysis was employed for data analysis. It was found that only one discriminant variate differentiated between teachers who remain and those who had resigned; this vairate was the time period they had worked in schools. Results from interviews showed that for teachers to continue to work in Islamic private schools, there is a need to change the welfare system of the school teachers and develop a clear and transparent system for their salary promotion. Also, teachers should have more opportunity to show their full potential. Teachers also recommended that to promote teachers' morale and motivate them to remain teaching in schools, Ministry of Education should reform rules or regulations of teacher recruiting as government employees. These newly-created rules and regulations should be clear and transparent. Consequently, both religious and ordinary course teachers have opportunity to be recruited equally. They believed that this change could affect the quality of teaching in the schools in positive way. In conclusion, the Thai government should support education in Islamic private schools seriously.

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“…Classroom management is one aspect of pedagogy that often challenges even the most experienced and accomplished teachers (BOSTES, 2014;Killen, 2012) and indeed the profession is sadly littered with the resignations of defeated teachers. Some studies have indicated that up to one third of Australian early career teachers soon leave the profession because of undue pressure significantly contributed to by poor student behaviour (Buchanan, 2013;Ewing & Manual, 2005).…”

Section: Introductionmentioning

confidence: 99%

The Lyford Model of Classroom Management: Authentication through Continuing “Reflections from the Field”

Lyons¹,

Arthur‐Kelly²,

Ford³

2015

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The Lyford model of classroom management was first published as the centrepiece of an Australian undergraduate classroom management textbook in 2011. It was conceptualised and developed by the text authors, drawing on a qualitative analysis of their professional experiences, knowledge, beliefs and understandings. Consequently additional data were sought to test the legitimacy and rigour of the model. Each year the first author has called for "Reflections from the field": short stories written by practicing teachers explaining what they understood their theoretical and practical approaches to classroom management were in their various teaching contexts. Over six years 54 stories have been gathered and progressively analyzed using a qualitative grounded theory approach. This very rich and growing source of data has consistently delivered substantial evidence supporting the authenticity and utility of the model. The model has "stood the test of time" in that it continues to both accommodate and embrace the evolving positions of the authors, and also of a growing number of exemplary practicing teachers. This paper commences with an introduction into the authors' views on classroom management as a context for then describing and explaining the Lyford model, and the grounded theoretical process by which it comes to be. The continuing data source: the positions put by a growing number of practicing classroom teachers; is then described, followed by a brief explanation of the continuing grounded theoretical process of analysis. To illuminate this analysis, extracts are included from selected "Reflections from the Field", with analytic breadth coming from a diversity of smaller extracts, and scope coming from one full Reflection. The authors then discuss various points of interest emerging from this continuing analysis, including suggestions to academic peers around teaching classroom management, and suggestions to their pre-service and early service colleagues around doing classroom management. G. Lyons et al. 2064

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Teacher Retention and Attrition: Views of Early Career Teachers

Cited by 246 publications

References 29 publications

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

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

Factors Related to Retention Behaviour of Teachers in Islamic Private Schools in Three Southernmost Provinces in Thailand

The Lyford Model of Classroom Management: Authentication through Continuing “Reflections from the Field”

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