Being pushed out of the career: Former teachers' reasons for leaving the profession

2022 ◽  
Vol 110 ◽  
pp. 103540
Author(s):  
Ama Amitai ◽  
Mieke Van Houtte
Keyword(s):  
Former Teachers

Gender and Teachers' Attrition: The Occupational Destination of Former Teachers

Sex Roles ◽  
2005 ◽  
Vol 53 (9-10) ◽  
pp. 739-752 ◽  
Author(s):  
Audrey Addi-Raccah
Keyword(s):  
Former Teachers

scholarly journals Balther of Säckingen, bishop of Speyer, composer of chants for St Fridolin ca. 970

2015 ◽  
Vol 56 (2-3) ◽  
pp. 147-160
Author(s):  
David Hiley
Keyword(s):  
Return Home ◽  
Former Teachers

Balther of Säckingen was a remarkable scholar, writer and composer, who was born about 930, made bishop of Speyer in 970, and died in 986 or 987. Educated at the famous monastery in St. Gallen, he went as a wandering student in search of learning as far as North Spain. He had a special veneration for St Fridolin, founder of a convent in Säckingen. On his travels Balther found a copy of a Life of St Fridolin, memorized it, wrote it down on his return home, composed chants to be sung on the feast day of the saint, and sent both the Life (vita) and the chants (historia) to one of his former teachers at St. Gallen for approval. Balther says he composed them “per musicam artem”, “according to the art of music”. This paper tells how Balther’s chants came to be composed and compares them with others in order to understand what was considered to be “musical art” around 970.

scholarly journals A Look at Returning Teachers

2013 ◽  
Vol 21 ◽  
pp. 13 ◽  
Author(s):  
Karen J. DeAngelis
Keyword(s):  
Teacher Characteristics ◽  
Conventional Wisdom ◽  
Related Factors ◽  
Factors Associated ◽  
Suburban Areas ◽  
Former Teachers ◽  
Newly Hired ◽  
Longitudinal Dataset

Research shows that one-quarter to one-third of teachers who leave the profession return, the majority after only a short absence. Though returning teachers can constitute a substantial share of newly hired teachers in schools each year, little is known about them, the factors associated with their decisions to return, or the schools to which they return. In this study, I use a 20-year longitudinal dataset to examine the characteristics of returning teachers as well as the personal, school, and district factors associated with their return both to the profession and to particular schools. In addition, I consider the extent to which returning teachers contribute to the systematic sorting of teachers across schools. Contrary to conventional wisdom, the loss of teachers to attrition from the profession is more likely to be permanent for smaller schools and districts outside of urban and suburban areas. In addition, both personal and job-related factors impact whether and where former teachers return, albeit differently by gender. Interestingly, personal and pecuniary factors in teaching appear to play a greater role than non-pecuniary factors on male leavers’ decisions regarding whether and where to return, whereas personal, pecuniary, and non-pecuniary factors all influence female leavers’ decisions. Finally, the study demonstrates that returning teachers on average reenter schools that are very similar in terms of student and teacher characteristics to those that they left.   

National Estimates of Retention, Migration, and Attrition

2009 ◽  
Vol 57 (2) ◽  
pp. 92-107 ◽  
Author(s):  
Carl B. Hancock
Keyword(s):  
School Districts ◽  
Labor Force ◽  
National Survey ◽  
Music Teachers ◽  
Career Path ◽  
National Estimates ◽  
Former Teachers ◽  
Return To Teaching ◽  
One Year

This study was designed to estimate the magnitude of retention, migration, and attrition of music teachers; the transfer destinations of those who migrated; the career path status of those who left; and the likelihood that former music teachers would return to teaching. Data, which were analyzed for music ( n = 881) and non-music teachers ( n = 17,376), came from the 1988—1989, 1991—1992, 1993—1994, and 2000—2001 administrations of the National Center for Education Statistics's Teacher Follow-up Survey, a national survey designed to compile comprehensive data concerning changes in the teacher labor force. Results indicated that between 1988 and 2001, 84% of music teachers were retained by schools, 10% migrated to different schools, and 6% left the profession every year, in rates similar to non-music teachers. Transferring music teachers migrated primarily to different school districts in the same state. One year after leaving the profession, former teachers were attending college (28%), retired (23%), out of teaching (21%), in education but not as a teacher (14%), or working as a homemaker (12%). Approximately one third of former music teachers planned to return to teaching within 5 years, and an additional quarter planned to return after 5 or more years.

scholarly journals UNIT ROOTS IN LIFE—A GRADUATE STUDENT STORY

2014 ◽  
Vol 30 (4) ◽  
pp. 719-736 ◽  
Author(s):  
Peter C. B. Phillips
Keyword(s):  
New Zealand ◽  
Graduate Student ◽  
Initial Conditions ◽  
Unit Roots ◽  
Senior Administrators ◽  
To Come ◽  
Former Teachers ◽  
Personal Reflections ◽  
The University ◽  
Old Friends

On the evening of March 7, 2008, the New Zealand Econometric Study Group Meeting held its Conference Dinner. The venue was the Owen Glenn Building, the spectacular new home of the Auckland Business School and the Department of Economics at the University of Auckland. The meeting was organized by my colleagues, co-authors, and close companions Donggyu Sul and Chirok Han. Chirok did double duty by videotaping the evening, Donggyu coordinated festivities with consummate skill, and we settled in to a memorable evening.Econometricians, old friends, former students, two of my former teachers, faculty, and senior administrators were gathered together to celebrate my 60th birthday. Many had traveled long distances from overseas and navigated busy schedules to come to this event. It was a singular honor. My wife and daughter were with me. Opening speeches from Bas Sharp and John McDermott broke the ice with endearing tales from the past and jokes about some mysterious hole in my vita. I stood at the front table, looked out, and felt a glow of fellowship envelop me. I was fortunate indeed. Life had bestowed many gifts. The warmth of family, friends, and collegiality were at the top of the list. My education and early training in New Zealand were a clear second.What follows is a graduate student story. It draws on the first part of the speech I gave that evening at the NZESG conference dinner. It mixes personal reflections with recollections of the extraordinary New Zealanders who shaped my thinking as a graduate student and beginning researcher—people who have had an enduring impact on my work and career as an econometrician. The story traces out these human initial conditions and unit roots that figure in my early life of teaching and research.

Reflections on 'Career Decisions in Special Education: Current and Former Teachers' Personal Views'

1994 ◽  
Vol 5 (2) ◽  
pp. 109-112
Author(s):  
Stephen W. Smith ◽  
Mary T. Brownell ◽  
Janet McNellis
Keyword(s):  
Special Education ◽  
Career Decisions ◽  
Former Teachers

scholarly journals The Most Common Mistakes of Teacher Trainees' Former Teachers

2016 ◽  
Vol 4 (5) ◽  
pp. 963-972 ◽  
Author(s):  
Bayram Özer ◽  
İsmail Gelen ◽  
Sinem Hızlı Alkan ◽  
Gonca Çınar ◽  
Volkan Duran
Keyword(s):  
Teacher Trainees ◽  
Former Teachers

Constructing race in white spaces of Dutch education (1968–2017)

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Maria Luce Sijpenhof
Keyword(s):  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Race And Racism ◽  
Critical Perspective ◽  
History Teachers ◽  
Content Type ◽  
Educational Spaces ◽  
The Usa ◽  
Former Teachers ◽  
Selection Of

PurposeThe key purpose of this paper is to explore how teachers' historical constructions of race and racism may reify whiteness in Dutch classrooms. How has whiteness contributed to how teachers understand and teach race and (historical) racism in white educational spaces in the years 1968–2017?Design/methodology/approachInterview data are obtained from a selection of Dutch secondary school (former) teachers, mostly history teachers, who have taught in the period between 1968–2017 (N = 28). Grounded theory and critical discourse analysis are used for analytical purposes.FindingsThe findings reveal that most teachers minimize and distort (historical) racism and its connection to the normalization of whiteness in the Netherlands. These teachers are constantly (re)constructing race based on their own histories, which silences race. This implicates contemporary educational spaces in numerous ways. Among other things, teachers normalize whiteness, while racializing the “other”, they explain racial inequities by reference to factors that exclude racism, and perpetuate whiteness through their teaching.Originality/valueWhile in the USA, critical scholars have long provided evidence for racism in educational contexts, racism in Dutch education remains largely unexamined. This paper offers a critical perspective on teachers' racial contributions.

Teaching's Conscientious Objectors: Principled Leavers of High-Poverty Schools

2011 ◽  
Vol 113 (12) ◽  
pp. 2670-2704 ◽  
Author(s):  
Doris A. Santoro ◽  
Lisa Morehouse
Keyword(s):  
Teacher Attrition ◽  
Research Question ◽  
Moral Dilemmas ◽  
High Poverty ◽  
High Poverty Schools ◽  
Policy Makers ◽  
Conscientious Objectors ◽  
Workplace Conditions ◽  
Decisions To Leave ◽  
Former Teachers

Background/Context Most accounts of teacher attrition fall into one or both of the following categories: teacher life cycle and workplace conditions. Many educational researchers have described and analyzed teaching in moral and ethical terms. Despite the numerous articles and books that study the personal convictions of teachers, a sustained consideration of how moral and ethical factors may contribute to educators’ decisions to leave the profession is absent from nearly all the literature on teacher attrition and on the moral life of teaching. This article couples these two literatures to highlight the moral and ethical dimensions of teacher attrition through the experiences of 13 experienced and committed former teachers from high-poverty schools. Purpose/Objective/Research Question/Focus of Study This study asks: Why do experienced and committed teachers in high-poverty schools leave work they love? This article explores how the former teachers in this study weighed the competing calls to teach “right” and their responsibilities to society, the profession, their institutions, their students, and themselves. The participants’ principles, or core beliefs, are analyzed in light of John Dewey's description of a “moral situation.” Following Dewey, it is shown that in deliberating on their moral dilemmas, principled leavers ask not only, “What shall I do?” but also “What am I?” Population/Participants/Subjects The research participants are 13 former teachers from high-poverty schools with tenures ranging from 6 to 27 years of service. Research Design The study is a philosophical inquiry combined with qualitative analysis of “portraits” of former teachers. Conclusions/Recommendations This article introduces a category of teacher attrition that is rooted in the moral and ethical aspects of teaching: principled leavers. Akin to conscientious objectors who refuse to fight wars they deem unjust, principled leavers resign from teaching on grounds that they are being asked to engage in practices that they believe are antithetical to good teaching and harmful to students. The category of principled leaver enables teachers to call on a tradition of resigning for moral and ethical reasons rather than viewing their departures as personal failures and the result of individual weakness. Principled leaving, as a category of teacher attrition, provides a vocabulary for such resignations and may enable community to arise rather than isolation to prevail. Just as principles may motivate teachers to enter the profession, principles may provide justification for leaving, even for teachers who envisioned themselves as committed, long-term educators. When experienced teachers who expected to work in high-poverty schools for the “long haul” leave, it should command attention. Policy makers and educational leaders need to attend to the moral and ethical dimensions of teaching when developing pedagogically related policies and in crafting retention efforts.

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