Objective determinants of novice teacher drop-out

k 2016

Objective determinants of novice teacher drop-out

JANÍK, Miroslav, Světlana HANUŠOVÁ, Eva MINAŘÍKOVÁ a Klára ULIČNÁ

Základní údaje

Originální název

Objective determinants of novice teacher drop-out

Název česky

Objektivní determinanty drop-outu u začínajících učitelů

Autoři

JANÍK, Miroslav, Světlana HANUŠOVÁ, Eva MINAŘÍKOVÁ a Klára ULIČNÁ

Vydání

EARLI SIG 11 Conference 2016 "Diversity and Inclusion as a Challenge for Teacher Education" 2016

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50300 5.3 Education

Stát vydavatele

Švýcarsko

Utajení

není předmětem státního či obchodního tajemství

Organizační jednotka

Pedagogická fakulta

Klíčová slova česky

drop-out; socializace začínajících učitelů; začínající učitelé

Klíčová slova anglicky

drop-out; socialization of novice teachers; novice teachers

Příznaky

Mezinárodní význam

Změněno: 17. 2. 2017 10:33, doc. Mgr. Světlana Hanušová, Ph.D.

Anotace

V originále

Novice teachers are at one of the most vulnerable stages of their career. According to Darling-Hammond (2003), the rate of attrition among teachers in their first two years of teaching is at least double the average for teachers overall. The drop-out rate, however, varies from country to country (comp. Ingersoll, 2003) and is linked to many factors. These include personal (e.g. well-being, stress) as well as objective aspects connected to schools, pupils and their parents, the quality of induction programme, educational policy or the social context. A number of recent studies indicated that the contextual factors play a major role in the novice teachers’ decision to leave the profession (eg. Johnson et al, 2012). This issue has not been given much attention in the Czech Republic so far, which is why this study seeks to investigate the objective determinants of novice teacher drop-out in this specific context. We aim to explore how novice teachers’ perceptions of (1) classes and pupils, (2) their colleagues, (3) the school and its climate, (4) the school management, (5) the community and parents, and (6) the social context are connected to novice teachers’ decision to either change schools or leave the teaching profession. The data was collected using a questionnaire consisting of 70 Likert scale items and additional context questions. The research sample consists of 197 novice teachers in the first three years of their teaching careers. The data is analysed using standard statistical procedures. In our sample, 18 % of teachers are considering changing schools and almost 10 % are considering changing career. The preliminary results suggest that the teachers who are considering changing schools report worse relationships among their pupils in class. They also feel less appreciated and supported by parents and rate the overall school conditions worse than the other two groups. The teachers who are considering leaving the teaching profession report having less informal contact with their colleagues and find their colleagues less interested in the profession. Surprisingly, they perceive to have slightly fewer problems with school management and with the school environment than the previous group (but overall more than the teachers who want to stay in the same school). They also perceived lack of functional induction programme in their schools. The results will be compared to similar studies to highlight the similarities and differences that could be ascribed to the culture- and country-specific context. This might be of interest to both researchers and teacher educators internationally and could contribute to the discussions on how to help novice teachers cope with the demands of the teaching profession. Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do. Educational Leadership, 60 (8), 6–13. Ingersoll, R. (2003). Is there really a teacher shortage? A report, Center for the Study of Teaching. Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1-39.

Návaznosti

GA15-12956S, projekt VaV

Název: Jaký význam má kontext: objektivní determinanty socializace začínajících učitelů

Investor: Grantová agentura ČR, Jaký význam má kontext: objektivní determinanty socializace začínajících učitelů

Citovat

JANÍK, Miroslav, Světlana HANUŠOVÁ, Eva MINAŘÍKOVÁ a Klára ULIČNÁ. Objective determinants of novice teacher drop-out. In EARLI SIG 11 Conference 2016 "Diversity and Inclusion as a Challenge for Teacher Education". 2016.

@proceedings{1365621,
   author = {Janík, Miroslav and Hanušová, Světlana and Minaříková, Eva and Uličná, Klára},
   booktitle = {EARLI SIG 11 Conference 2016 "Diversity and Inclusion as a Challenge for Teacher Education"},
   keywords = {drop-out; socialization of novice teachers; novice teachers},
   language = {eng},
   title = {Objective determinants of novice teacher drop-out},
   year = {2016}
}

TY  - CONF
ID  - 1365621
AU  - Janík, Miroslav - Hanušová, Světlana - Minaříková, Eva - Uličná, Klára
PY  - 2016
TI  - Objective determinants of novice teacher drop-out
KW  - drop-out
KW  - socialization of novice teachers
KW  - novice teachers
N2  - Novice teachers are at one of the most vulnerable stages of their career. According to Darling-Hammond (2003), the rate of attrition among teachers in their first two years of teaching is at least double the average for teachers overall. The drop-out rate, however, varies from country to country (comp. Ingersoll, 2003) and is linked to many factors. These include personal (e.g. well-being, stress) as well as objective aspects connected to schools, pupils and their parents, the quality of induction programme, educational policy or the social context. A number of recent studies indicated that the contextual factors play a major role in the novice teachers’ decision to leave the profession (eg. Johnson et al, 2012). This issue has not been given much attention in the Czech Republic so far, which is why this study seeks to investigate the objective determinants of novice teacher drop-out in this specific context. We aim to explore how novice teachers’ perceptions of (1) classes and pupils, (2) their colleagues, (3) the school and its climate, (4) the school management, (5) the community and parents, and (6) the social context are connected to novice teachers’ decision to either change schools or leave the teaching profession. The data was collected using a questionnaire consisting of 70 Likert scale items and additional context questions. The research sample consists of 197 novice teachers in the first three years of their teaching careers. The data is analysed using standard statistical procedures. In our sample, 18 % of teachers are considering changing schools and almost 10 % are considering changing career. The preliminary results suggest that the teachers who are considering changing schools report worse relationships among their pupils in class. They also feel less appreciated and supported by parents and rate the overall school conditions worse than the other two groups. The teachers who are considering leaving the teaching profession report having less informal contact with their colleagues and find their colleagues less interested in the profession. Surprisingly, they perceive to have slightly fewer problems with school management and with the school environment than the previous group (but overall more than the teachers who want to stay in the same school). They also perceived lack of functional induction programme in their schools. The results will be compared to similar studies to highlight the similarities and differences that could be ascribed to the culture- and country-specific context. This might be of interest to both researchers and teacher educators internationally and could contribute to the discussions on how to help novice teachers cope with the demands of the teaching profession. Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do. Educational Leadership, 60 (8), 6–13. Ingersoll, R. (2003). Is there really a teacher shortage? A report, Center for the Study of Teaching. Johnson, S. M., Kraft, M. A., & Papay, J. P. (2012). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1-39.
ER  -

JANÍK, Miroslav, Světlana HANUŠOVÁ, Eva MINAŘÍKOVÁ a Klára ULIČNÁ. Objective determinants of novice teacher drop-out. In \textit{EARLI SIG 11 Conference 2016 ''Diversity and Inclusion as a Challenge for Teacher Education''}. 2016.

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