scholarly journals A Self-study Exploration of Early Career Teacher Burnout and the Adaptive Strategies of Experienced Teachers

2021 ◽  
Vol 46 (5) ◽  
pp. 18-39
Author(s):  
Jarrod P. Hogan ◽  
◽  
Peta J. White ◽  
Keyword(s):  
Teacher Burnout ◽  
Adaptive Strategies ◽  
Early Career ◽  
Experienced Teachers ◽  
Early Career Teachers ◽  
Professional Networks ◽  
Self Study ◽  
Study Methodology ◽  
Recommendations For Practice ◽  
Career Teacher

Isolation, organisational pressures, and role-related distress, can result in teachers, particularly early career teachers (ECTs), experiencing greater risk of burnout. For many ECTs, a lack of practical strategies for dealing with these conditions contributes to this. Using self-study methodology, this research unpacks why ECTs experience burnout, identifies adaptive strategies that experienced teachers use, and discusses the applicability of these practices for ECTs. Conversations between an ECT and three experienced teachers provided alternate lenses to apply reflective unpacking of adaptive strategies. The findings illustrate how the risk of burnout for ECTs is increased by challenging student behaviour, isolation, a lack of collegiality and engagement with professional networks, and being overloaded with responsibilities. The findings also suggest that being overworked is less of a contributing factor to burnout than feeling disconnected from one’s school, peers, and community. Adaptive strategies for alleviating the effects of burnout were explored and recommendations for practice presented.

scholarly journals More than a mentor

2016 ◽  
Vol 1 (3) ◽  
pp. 198-218 ◽  
Author(s):  
Charlotte Struyve ◽  
Alan Daly ◽  
Machteld Vandecandelaere ◽  
Chloé Meredith ◽  
Karin Hannes ◽  
...  
Keyword(s):  
Social Capital ◽  
Social Connectedness ◽  
Job Attitudes ◽  
Intention To Leave ◽  
Early Career ◽  
Experienced Teachers ◽  
Unique Contribution ◽  
Early Career Teachers ◽  
Content Type ◽  
Career Teachers

Purpose – The number of early career teachers leaving the profession continues to be an ongoing issue across the globe. This pressing concern has resulted in increased attention to the instructional and psychological conditions necessary to retain early career educators. However, less formal attention has been paid to the social infrastructure in which early career teachers find themselves. The purpose of this paper is to foreground the role of social capital and its effect on job attitudes and educators’ intention to leave the profession. Design/methodology/approach – Data were collected from 736 teachers within ten secondary schools in Flanders (Belgium). Using social network and multilevel moderated mediation analysis techniques, the relationships between teachers’ social connectedness, job attitudes, and the intention to leave the profession for both novice and experienced teachers were analyzed. Findings – Findings indicate that being socially connected to other educators within the school is associated with a reduction in teachers’ intention to leave the profession, mediated by their job attitudes, for both early career and experienced teachers. However, social connectedness was significantly more important for early career teachers. No significant effects are found for being socially connected to the mentor. Originality/value – This study provides evidence for the importance of social capital for teachers, particularly early career educators. Moreover, by introducing teachers’ social connectedness as related to intention to leave, this study makes a significant and unique contribution to the literature.

scholarly journals Leaving School Early: An Examination of Novice Teachers’ Within- and End-of-Year Turnover

2018 ◽  
Vol 56 (1) ◽  
pp. 204-236 ◽  
Author(s):  
Christopher Redding ◽  
Gary T. Henry
Keyword(s):  
North Carolina ◽  
Novice Teachers ◽  
Learning Environments ◽  
Teacher Turnover ◽  
Early Career ◽  
Early Career Teachers ◽  
School Year ◽  
Early Career Teacher ◽  
Turn Over ◽  
Career Teacher

Most prior research measures teacher turnover as an annual event, but teachers actually leave their positions throughout the school year. We use data from North Carolina to measure teacher turnover monthly throughout the entire year and conduct an analysis of their persistence to examine the differences in early career teacher turnover. Annually, 6% of early career teachers turn over during the school year. Teachers trained in traditional, university-based programs are most likely to move schools, and alternate entry and out-of-state prepared teachers are more likely to leave teaching, both during and at the end of the school year. We discuss the implications within-year turnover has on creating disruptive learning environments, particularly in underserved schools.

scholarly journals Two Ways to Teach: Direct Instruction and Indirect Instruction/Inquiry: Simplifying Planning Concepts for Early Career Teachers

2016 ◽  
Vol 6 (3) ◽  
pp. 113
Author(s):  
Nancy Maynes ◽  
Blaine E. Hatt
Keyword(s):  
Direct Instruction ◽  
Conceptual Models ◽  
Early Career ◽  
Experienced Teachers ◽  
Approaches To Teaching ◽  
Early Career Teachers ◽  
Decision Points ◽  
Career Teachers ◽  
Planning Concepts ◽  
Indirect Instruction

This paper describes two planning diagrams that support pre-service and early career teachers’ understanding of direct and indirect instructional approaches to teaching Conceptual models can support understanding of the embedded decision points that new teachers must address as they plan lessons. In this paper, we offer 2 models to support the understanding of pre-service and early career teachers with two conceptual diagrams that relate to lesson planning. One of these diagrams has been used for several years with pre-service teachers who have identified that this conceptual diagram has helped them understand planning concepts early in their planning experiences. This diagram demonstrates the phases of instruction used by experienced teachers when they plan for direct instruction. A body of prior research has been completed to demonstrate the existence of the main conceptions and relative times in the diagram as they are evident in teachers’ practice and to identify how the diagram is perceived by pre-service teachers. The second diagram has been designed as a complimentary method of helping pre-service teachers understand concepts related to planning for indirect instruction involving various forms of inquiry. 

Curricular coaches’ impact on retention for early-career elementary teachers in the USA

2018 ◽  
Vol 7 (2) ◽  
pp. 191-200 ◽  
Author(s):  
David De Jong ◽  
Ayana Campoli
Keyword(s):  
Elementary Teachers ◽  
Urban Areas ◽  
Teacher Turnover ◽  
Early Career ◽  
Early Career Teachers ◽  
Content Type ◽  
Early Career Teacher ◽  
The Usa ◽  
Career Teachers ◽  
Career Teacher

Purpose Researchers have found that curricular coaches have had an impact on student achievement by supporting classroom teachers in providing high-quality instruction. However, few studies examine the association between curricular coaches and teacher retention, especially in urban areas. Given the high cost of teacher turnover and the high percentage of early-career teachers who leave the profession each year, the purpose of this paper is to investigate whether the presence of curricular coaches in elementary schools reduces turnover among early-career teachers. Design/methodology/approach In this study, the authors analyzed the observational data from the 2007-2008 Schools and Staffing Survey (SASS). The SASS is a nationally representative cross-sectional survey that has been administered repeatedly to public and private kindergarten through 12th-grade teachers in the USA approximately every four years by the National Center for Education Statistics and the US Census Bureau. Findings The authors found that the presence of a curricular coach was associated with a substantial reduction in early-career teacher turnover. This finding suggests that curricular coaches could be a particular benefit to urban schools. Research limitations/implications This study was national in scope; therefore, it does not examine causes of attrition specific to local contexts. Practical implications Curricular coaches may indirectly save urban school districts thousands of dollars because of their impact on reducing early-career teacher attrition. Social implications In this study, the authors found a statistically significant and practically meaningful association between the presence of curricular coaches in schools and the retention of elementary teachers, especially in urban areas. Originality/value The model predicted that among early-career teachers, teachers in schools without curricular coaches are approximately twice as likely to leave the profession the next year compared to teachers in schools with curricular coaches.

Creating Cultures of Daring Greatly for Early-Career Teachers and Early-Career Faculty

2021 ◽  
pp. 329-348
Author(s):  
Aaron Samuel Zimmerman
Keyword(s):  
Higher Education ◽  
Professional Role ◽  
Early Career ◽  
Faculty Members ◽  
Early Career Teachers ◽  
Academic Cultures ◽  
Early Career Teacher ◽  
Early Career Faculty ◽  
Career Teachers ◽  
Career Teacher

Being an early-career teacher and an early-career faculty member are experiences that are fraught with vulnerability. Yet, the vulnerability that underlies these processes of becoming are not always addressed within academic cultures. Unless early-career teachers and early-career faculty are taught how to engage with vulnerability productively, early-career teachers and early-career faculty may blame themselves for the challenges that they encounter, when, in fact, these challenges may be more indicative of the complexity of their professional role rather than a reflection of their personal shortcomings. This chapter will draw on the writing of Brene Brown to describe how early-career teachers and early-career faculty members can choose to engage with vulnerability by daring greatly. This chapter will also make recommendations for how programs of teacher education and institutions of higher education can promote cultures in which the disposition of daring greatly is encouraged and supported.

scholarly journals Commentary: Shifting Teacher Education From "Skilling Up" to Sustaining Beginning Teachers

2014 ◽  
Vol 8 (1) ◽  
pp. 15-20 ◽  
Author(s):  
C. Aiden Downey ◽  
Lee Schaefer ◽  
D. Jean Clandinin
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Knowledge ◽  
Teacher Attrition ◽  
Early Career ◽  
Early Career Teachers ◽  
Knowledge And Skills ◽  
Early Career Teacher ◽  
Stories To Live By ◽  
Career Teacher

Early career teacher attrition is a serious concern. While the problem is usually seen as one of skilling up new teachers, based on a two-year study with 50 early career teachers, we suggest the importance of attending to what sustains them. While beginning teachers need knowledge and skills, they also need places that allow them to continue to live out their stories to live by, identity stories that encompass both who they are and are becoming as teachers and as people. Attending to stories to live by means we attend to teacher knowledge, knowledge shaped in, and expressed in, both personal and professional knowledge landscapes.

scholarly journals Teacher noticing and its growth toward expertise: an expert–novice comparison with pre-service and in-service secondary mathematics teachers

2021 ◽  
Author(s):  
Anton Bastian ◽  
Gabriele Kaiser ◽  
Dennis Meyer ◽  
Björn Schwarz ◽  
Johannes König
Keyword(s):  
Mathematics Teachers ◽  
Teaching Experience ◽  
Early Career ◽  
Experienced Teachers ◽  
Early Career Teachers ◽  
Teacher Noticing ◽  
Professional Noticing ◽  
Theoretical Approaches ◽  
Career Teachers ◽  
Education And Development

AbstractAlthough strong references to expertise in different theoretical approaches to teacher noticing have been made in the last decades, empirical knowledge about the development of teacher noticing from novice to expert level is scarce. The present study aims to close this research gap by comparing three different groups of mathematics teachers with different degrees of professional teaching experience—pre-service teachers at the master’s level, early career teachers, and experienced teachers—using data sampled in the frame of the research program from the Teacher Education and Development Study in Mathematics (TEDS-M). Furthermore, the construct of teacher noticing is assessed in a differentiated way by analyzing different noticing facets. Findings confirm that three facets of teacher noticing can be empirically distinguished—perception of important classroom events, their interpretation, and decisions regarding further developments. The results reveal a considerable increase in professional noticing between master’s students and practicing teachers. However, in contrast to other studies, among examples from East Asia, a stagnation or decrease in professional noticing between early career teachers and experienced teachers could be observed. Overall, the study highlights the cultural dependency of expertise development regarding teachers’ noticing.

Administrative Climate, Early Career Teacher Burnout, and Turnover

2019 ◽  
Vol 29 (3) ◽  
pp. 191-209 ◽  
Author(s):  
Frank Perrone ◽  
Daniel Player ◽  
Peter Youngs
Keyword(s):  
Teacher Burnout ◽  
Career Decisions ◽  
Early Career ◽  
Teacher Mobility ◽  
Early Career Teachers ◽  
Using Data ◽  
Age Of Accountability ◽  
Study Participants ◽  
Established Role ◽  
Linear Regressions

Teacher burnout and turnover are known to be especially high for early career teachers (ECTs). However, the link between teacher burnout and turnover has received little attention in the current age of accountability. This study investigates how administrative climate is related to ECT burnout and subsequent career decisions using data from Michigan Indiana ECT Study participants ( n = 184). Results from linear regressions show that higher measures of administrative climate are strongly associated with lower levels of burnout. Subsequent logit models reveal that higher burnout, in turn, predicted ECT turnover while administrative climate surprisingly did not. These findings may lead to a better understanding of school leadership’s established role as a top determinant of teacher mobility.

scholarly journals Attrition, Retention, and Development of Early Career Teachers: Pan-Canadian Narratives

in education ◽  
2018 ◽  
Vol 24 (1) ◽  
pp. 43-71
Author(s):  
Benjamin Kutsyuruba ◽  
Keith Walker ◽  
Maha Al Makhamreh ◽  
Rebecca Stroud Stasel
Keyword(s):  
Teacher Induction ◽  
Teacher Attrition ◽  
Lived Experiences ◽  
Early Career ◽  
Early Career Teachers ◽  
Career Teachers ◽  
The Impact ◽  
Decisions To Stay ◽  
Canadian Research ◽  
Career Teacher

Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers’ retention. This article details the stories from our interview participants (N=36) in relation to what their lived experiences were during their first years of teaching and how they dealt with the requirements, expectations, and challenges. Their narratives were analyzed through the lenses of early career teacher attrition, retention, and development. Our findings showed that despite geographic, contextual and policy differences, there were striking similarities in teachers’ lived experiences and in the impact of these experiences on their decisions to stay or leave and predispositions towards personal and professional development as teachers.

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