scholarly journals New Comer-Teacher Adaptation and Leadership Succession in Higher Educational Institutions through Mentoring as an OS Practice

2021 ◽  
Vol 8 (12) ◽  
pp. 70-74
Author(s):  
Jasmin J ◽  
Dr. Kumari V K Shyni
Keyword(s):  
Teacher Retention ◽  
Initial Phase ◽  
Critical Time ◽  
Beginning Teacher ◽  
Transition Process ◽  
Teaching Profession ◽  
Educational Institutions ◽  
Teacher Transformation ◽  
Parent Institution ◽  
Teacher Adaptation

New teachers have to cope with many issues in the initial phase which discourage them and persuade them to abandon their teaching profession. To transition themselves from a student- teacher to a professional-teacher, the initial years is the critical time of survival for the beginning teacher. It is during this initial phase of their career that they require extra support and caring supervision to adapt easily to their newly chosen roles. The current induction programmes utilised are not adequate enough to successfully evolve the transition of a newcomer teacher into the parent institution. This study utilises the theoretical framework of organisational socialisation and its literature to bridge the gap between teacher transformation and teacher retention, especially engaging the OS Practice of Mentoring. By examining the issues inherent in newcomer-teacher adaptation and the various dimensions of knowledge sharing transition process, from senior teachers (especially HOD) to the juniors in a departmental position, mentoring is found to be the most ideal and effective practice to solve burnout to a great extent, and to ensure successful retention of newcomer teachers. Keywords: Organisational Socialisation, Mentoring, Teacher retention, Newcomer adaptation, transition process.

scholarly journals WHAT DO BEGINNING TEACHERS NEED FOR EFFECTIVE INDUCTION AND RETENTION IN THE TEACHING PROFESSION

2018 ◽  
Vol 28 (3) ◽  
pp. 761-766
Author(s):  
Darinka Kostadinova ◽  
Larissa Gruncheva
Keyword(s):  
Beginning Teachers ◽  
School Environment ◽  
Beginning Teacher ◽  
Teaching Profession ◽  
Educational Institutions ◽  
Critical Periods ◽  
Attrition Rates ◽  
Teaching Community ◽  
Successful Induction ◽  
The University

This paper contains the results of a study on beginning teachers’ views regarding the successful induction to the teaching profession, retention in it and the role of mentoring in this process. The study was conducted in 2018 within "The Art of Mentoring the Transition from the University to the Educational Institutions" research project of Vratsa Branch of St. Cyril and St. Methodius University of VelikoTarnovo.The first 1-2 years of the beginning teacher’s career are considered to be the most difficult and critical periods of a teacher’s career. It is often described as a time of survival for any neophyte teacher. It takes much determination and perseverance from the new teacher to remain in the teaching profession, shape his/her professional identity and find their place in a community of practice. Those who are not helped to develop staying power, ultimately leave the profession and they constitute quite a high percentage. High attrition rates recognized as a global problem among the teaching community signal a worldwide need of adequate support for new teachers.Effective induction requires high-quality mentoring and a strong supportive school environment. Knowing and understanding the needs, expectations and attitudes of the beginning teacher is the best way to overcome the hardships of the induction period and to ensure his/her successful career start.

scholarly journals Examining job satisfaction factors toward retaining Malaysian TVET instructors in the teaching profession

2018 ◽  
Vol 7 (2.10) ◽  
pp. 44 ◽  
Author(s):  
Muhd Khaizer Omar ◽  
Abdullah Mat Rashid ◽  
Mohd Hazwan Mohd Puad
Keyword(s):  
Job Satisfaction ◽  
Severe Depression ◽  
Target Population ◽  
Teaching Profession ◽  
Vocational Education And Training ◽  
Educational Institutions ◽  
Key Stakeholders ◽  
Disciplinary Problems ◽  
Education Profession ◽  
And Training

The teaching profession in Malaysia has continued to be valued due to the continuous effort and commitment by teachers within the education profession and their desire to benefit better education for future generations. Indeed, the teaching profession has evolved to become a recognised benchmark towards the nation’s vision to develop human resource capital. However, despite the recognition, teachers are noticeably struggling in their attempt to provide high-quality teaching services. Many studies have reported many of the issues within the teaching profession and environment that exists. Many of the issues include severe depression, anxiety, demotivation, and behavioural issues. Consequently, many of these issues also become the reasons why teachers inevitably leave their chosen profession, either voluntarily or pressured by the educational environment and system. As a result, a study to understand the issues for their departure, and more importantly the factors contributing to job satisfaction and retention have investigated in this study. A target population targeting Malaysian training instructors at the Technical and Vocational Education and Training (TVET) educational institutions were selected to participate in a survey. Descriptive and correlational studies were employed to determine job satisfaction the factors among TVET instructors and to identify the factors contributing towards job satisfaction and retention. The findings indicate that most instructors are satisfied with their teaching job. However, many are struggling and not coping with voracious issues brought about through present workloads, student disciplinary problems, and vague expectations from key stakeholders in the TVET system. The findings from this study will further help in determining the perspectives of the instructors and the factors that have attracted them to remain in their chosen profession and to enable them to enjoy their teaching profession and career. 

scholarly journals PREDISPOSITION TO EMOTIONAL BURNOUT OF PRESCHOOL EDUCATIONAL INSTITUTIONS TEACHERS WITH DIFFERENT WORK EXPERIENCE

2021 ◽  
pp. 227-237
Author(s):  
N. Yudina
Keyword(s):  
Experimental Research ◽  
Work Experience ◽  
Preschool Teachers ◽  
Teaching Profession ◽  
Educational Institutions ◽  
Professional Activity ◽  
Scientific Publications ◽  
Young Professionals ◽  
Professional Activities ◽  
Emotional Burnout

The article presents the results of theoretical and experimental research of psychological peculiarities of emotional burnout of preschool educational institutions teachers with different work experience. As a result of theoretical analysis, it was found that the process of professional burnout is significantly influenced by the specifics of the subjects’ profession, and the teaching profession is characterized by increased responsibility and tension. However, in this context, more attention is paid to school teachers, and the predisposition to emotional burnout of preschool teachers is covered only in fragments in scientific publications. Data of an experimental research of the psychological peculiarities of the predisposition to emotional burnout of preschool educational institutions teachers with different work experience showed the differences in all components of emotional burnout of preschool teachers with different work experience. We were able to prove that young professionals are characterized by lower rates of emotional burnout, while experienced workers are characterized by higher one. Younger educators, despite the difficulties in their professional activities, have a positive attitude to their own professionalization, respond to difficulties and successes adequately. Instead, more than half of senior employees tend to respond inadequately to their own professional difficulties and successes. Preschool educational institutions teachers with little work experience almost do not feel emotional stress and alienation from professional activity. Instead, many experienced professionals are emotionally vulnerable, and they try to hide their reactions to the events of their lives by feeling personally alienation.

Entrepreneurship Education and Economic Development in Nigeria: Policy Issues and Options

2013 ◽  
Vol 27 (5) ◽  
pp. 343-348 ◽  
Author(s):  
Patrick Nnadozie Udefuna ◽  
Chiedo Akalefu ◽  
Chinako Asogwa
Keyword(s):  
Economic Development ◽  
Rural Areas ◽  
Urban Areas ◽  
Entrepreneurship Education ◽  
Teaching Profession ◽  
Educational Institutions ◽  
Policy Issues ◽  
Unemployment Rates ◽  
Qualified Personnel ◽  
Vital Component

The standard of education in Nigeria has been declining, the level of unemployment continues to rise and the nation's economic development is stagnant. Its educational institutions appear to engage more in unproductive paperwork and teaching than in entrepreneurship education that would help to equip young graduates to become self-employed and employers. In 2011 some 24% of Nigerians were jobless, with unemployment rates of over 17% in urban areas and nearly 26% in rural areas. A productive education system is a vital component of a developed economy, but in Nigeria the education sector has long suffered from neglect. Corruption, poor continuity in government and a dearth of qualified personnel in the teaching profession are some of the principal impediments. The authors recommend a review of the country's educational policies so that these policies can be made responsive to social and economic needs.

Teacher Identity, Growth Mindset, and Agency

2022 ◽  
pp. 119-135
Author(s):  
Diane LaFrance ◽  
Lori Rakes
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Retention ◽  
Classroom Management ◽  
Reflective Practice ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Growth Mindset ◽  
Teacher Education Programs ◽  
Education Programs

This chapter discusses the problem of teacher retention as it relates to handling the unexpected, whether it be meeting the needs of all learners, classroom management, or any other problem teachers may encounter. The authors propose that teacher education programs can support the growth of preservice teachers by helping them to develop teacher identity early in their learning through experiences and autonomy. In addition, preservice teachers should develop a growth mindset to promote agency when encountering learning obstacles and to engage in reflective practice. By identifying as teachers, allowing themselves to grow, and being proactive in searching for ways to improve their practice, preservice teachers can better prepare themselves for the reality of teaching and, hopefully, remain in the teaching profession.

scholarly journals Using Measures of Fit to Predict Beginning Teacher Retention

2020 ◽  
Vol 120 (3) ◽  
pp. 399-421 ◽  
Author(s):  
Jason M. Miller ◽  
Peter Youngs ◽  
Frank Perrone ◽  
Erin Grogan
Keyword(s):  
Teacher Retention ◽  
Beginning Teacher ◽  
Beginning Teacher Retention

scholarly journals “We’re kind of at a pivotal point”: Opt Out’s vision for an ethic of care in a post-neoliberal era

2018 ◽  
Vol 18 (1) ◽  
pp. 138-158 ◽  
Author(s):  
Stephanie Schroeder ◽  
Elizabeth Currin ◽  
Todd McCardle
Keyword(s):  
Standardized Tests ◽  
Moral Education ◽  
Ethic Of Care ◽  
Local Level ◽  
Teaching Profession ◽  
Educational Institutions ◽  
High Stakes ◽  
Corporate Influence ◽  
Opt Out ◽  
Caring Relations

This article explores the Opt Out Florida (OOF) movement, a predominantly woman-led group seeking to dismantle neoliberal education policy by coaching children to boycott high-stakes standardized tests. Guided by Campbell’s assertion that neoliberalism will never disappear without a “gender revolution” and Noddings’s belief that those who have claimed power in the “traditional masculine structure” of our educational institutions will not readily cede their authority, we assert that movements like Opt Out are not only necessary to bring about a post-neoliberal future, but offer important insight into the role activist mothers may play in fulfilling that vision for all children. As a noticeably maternal movement, Opt Out displays a commitment to Noddings’s description of moral education and her assertion that “if an enterprise precludes…meeting the other in a caring relation, [one] must refuse to participate in that enterprise.” Understanding standardized tests as instruments of control meant to defund and privatize public education, Opt Out members actively resist them. Their ethic of care eschews corporate influence, and guides both their mission to return control of the classroom to the local level and their rejection of the deskilling and intensification of the teaching profession. Drawing on critical ethnographic data from OOF, we ultimately argue that the movement’s emphasis on the ideal moral and caring relations between school and child offers one example of what post-neoliberal education might look and sound like from a distinctly feminine perspective.

Insufficient money and inadequate respect

2019 ◽  
Vol 57 (2) ◽  
pp. 152-166 ◽  
Author(s):  
Henry Tran ◽  
Doug Smith
Keyword(s):  
College Students ◽  
Empirical Studies ◽  
Beginning Teacher ◽  
Teaching Profession ◽  
Retirement Benefits ◽  
Teacher Salary ◽  
Content Type ◽  
Teacher Strikes ◽  
The Usa ◽  
Rural Teaching

Purpose The purpose of this paper is to examine the influence of financial factors on motivating college students to consider teaching in hard-to-staff rural schools. The role of perceived respectability of the profession was also explored. Design/methodology/approach This work relies on an explanatory sequential mixed-method design, that surveyed college students across all majors at a regional public university, then interviewed a subset of participants to improve understanding. Quantitative and qualitative results were compared and synthesized. Findings Results from an ordinal logistic regression demonstrate the importance of base salary, retirement benefits and respondents’ view of the respectability of the teaching profession as influential for their willingness to teach in the rural target school district. These findings were validated by the qualitative results that found perceptions of respectability had both a joint and separate influence with salaries. Results also demonstrate that most students were amenable to rural teaching and to lower starting salaries than their current chosen occupation, provided their individual minimum salary threshold was met ( x ¯ = 36 percent above the state average beginning teacher salary). Originality/value Few empirical studies exist that examine college student recruitment into rural hard-to-staff districts via a multimodal narrative. This study addresses this, focusing on college students across majors to explore both recruitment into the district and into the profession. This work is relevant considering the financial disinvestment in traditional public education and the de-professionalization of the teaching profession that has led to the recent season of teacher strikes in the USA.

scholarly journals Mental health professionals’ experiences transitioning patients with anorexia nervosa from child/adolescent to adult mental health services: a qualitative study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Veronica Lockertsen ◽  
Liv Nilsen ◽  
Lill Ann Wellhaven Holm ◽  
Øyvind Rø ◽  
Linn May Burger ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Anorexia Nervosa ◽  
Mental Health Services ◽  
Health Services ◽  
Mental Health Professionals ◽  
Transition Period ◽  
Critical Time ◽  
Transition Process ◽  
Adult Mental Health

Abstract Background The transition period between child and adolescent mental health services (CAMHS) and adult mental health services (AMHS) has been identified as an especially critical time for patients with anorexia nervosa. In the present study, to better facilitate patients’ recovery process, we explored the experiences of professionals concerning the transition from CAMHS to AMHS. Method A qualitative explorative study was carried out based on recorded interviews from one multi-step focus group and two individual interviews with eight experienced health care professionals. Together they had experience with treating patients with AN and the transition from CAMHS to AMHS, both from specialized eating disorder units, specialized mental health care units, and from a school nurse context. Service users with parents` perspectives and patients’ perspectives were involved in all steps of the research process. Results Barriers experienced during the transition process were classified into four categories: (1) different treatment cultures that describe differences in how parents are included in CAMHS and AMHS; (2) mistrust between CAMHS and AMHS that can create a lack of collaboration and predictability for the patients’ transition; (3) Clinicians` factors such as lack of professional self-confidence can influence continuity of care for patients; and (4) lack of trust between services and not enough focus on building a new alliance in AMHS negatively influences the transition. Conclusions The present study revealed four important categories that professionals needs to consider when participating in the transition for patients with AN from CAMHS to AMHS. Awareness of these challenges might improve the transition process for patients with AN.

scholarly journals Beginning Teachers Conceptions Of Competence

2004 ◽  
Vol 1 (5) ◽  
Author(s):  
Helen Huntly
Keyword(s):  
Beginning Teachers ◽  
Teacher Performance ◽  
Beginning Teacher ◽  
Teaching Profession ◽  
Early Career ◽  
Teacher Competence ◽  
Early Career Teachers ◽  
Teaching Competence ◽  
The Voice ◽  
Specific Education

This paper reports the outcomes of a phenomenographic investigation of beginning teacher competence. In the research presented here, 18 beginning teachers were interviewed and the transcripts analysed to reveal how these teachers describe the phenomenon of competence. In highlighting the various conceptions of competence held by beginning teachers, the paper also outlines the variety of appraisal approaches experienced by teachers seeking entry into the profession. The competence of teachers is not a recently contested issue, nor one that is isolated to specific education contexts. More than ever before, there is worldwide debate about the authenticity of various forms of appraisal that aim to measure or judge teacher performance. Such judgements are of particular concern to early career teachers who must demonstrate ‘competence’ before they are formally accepted as members of the teaching profession. This paper seeks to add to the debate about teaching competence by providing the voice of the beginning teacher.

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