10 SES 11 D, Politics and Recognition for Beginning Teachers
Novices are one of the most vulnerable groups of teachers (e.g. Hanushek et al., 2004; Johnson et al., 2005; Smethem, 2007). Research suggests that they are faced with the so called practice shock (Stokking et al., 2003) and challenged by everyday teaching situations, being still at the “survival stage” (Huberman, 1989). Even though they lack experience, they are required to take on all responsibilities of seasoned teachers, many times even being placed into the most demanding schools and classes (cf. Kearney, 2014). This can have a negative effect not only on their perceived self-efficacy, but also their well-being in general. Despite the general belief, even at the start of their career they are threatened by the burn-out syndrome (Mansfield, Beltman, & Price, 2014). However, the issues directly connected to the teaching profession are not the only ones influencing beginning teachers. Oftentimes they are in a stage of change in their personal lives, too, settling down in a new place, building a home and starting a family. All this can sometimes lead to their decision to leave the profession. This has negative effects at the state level (quality of education, economical loss), the school level (cooperation in schools) as well as the classroom level (quality of teaching influenced by changing teachers). It is thus vital to study the factors that influence novice teachers’ drop-out so that appropriate measures can be taken. In the Czech Republic, the data pertaining to novice teachers, their numbers and drop-out rate are scarce. The presented study focuses on this underresearched group and aims to establish how selected out-of-school factors are associated with beginning teachers quitting teaching. Two areas are investigated – those directly connected to profession but not to the school itself (parents, community, educational context and policy) and those connected to novices private lives (well-being, commute, family status, …).
Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2004). Why public schools lose teachers. Journal of Human Resources, 39(2), 326–354. Huberman, A. M. (1993). The lives of teachers. London: Cassell. Johnson, S. M., Berg, J. H., & Donaldson, M. L. (2005). Who stays in teaching and why: A review of the literature on teacher retention. Boston: Harvard Graduate School of Education, Project on the Next Generation of Teachers. Kearney, S. (2014). Understanding beginning teacher induction: A contextualized examination of best practice. Cogent education, 1(1), 1–15. Mansfield, C., Beltman, S., & Price, A. (2014). ‘I’m coming back again!’The resilience process of early career teachers. Teachers and Teaching, 20(5), 547–567. Smethem, L. (2007). Retention and intention in teaching careers: Will the new generation stay? Teachers and Teaching: Theory and Practice, 13, 465–480. Stokking, K., Leenders, F., De Jong, J., & Van Tartwijk, J. (2003). From student to teacher: Reducing practice shock and early dropout in the teaching profession. European Journal of Teacher Education, 26(3), 329–350.
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