Novice teachers in the Czech Republic: Why do they leave and
change schools?

k 2017

Novice teachers in the Czech Republic: Why do they leave and change schools?

MINAŘÍKOVÁ, Eva, Světlana HANUŠOVÁ, Tomáš KOHOUTEK, Miroslav JANÍK, Tomáš JANÍK et. al.

Základní údaje

Originální název

Novice teachers in the Czech Republic: Why do they leave and change schools?

Autoři

MINAŘÍKOVÁ, Eva (203 Česká republika, garant, domácí), Světlana HANUŠOVÁ (203 Česká republika, domácí), Tomáš KOHOUTEK (203 Česká republika, domácí), Miroslav JANÍK (203 Česká republika, domácí), Tomáš JANÍK (203 Česká republika, domácí), Jan MAREŠ (203 Česká republika, domácí) a Klára ULIČNÁ (203 Česká republika, domácí)

Vydání

EARLI 2017, 2017

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Kód RIV

RIV/00216224:14410/17:00095379

Organizační jednotka

Pedagogická fakulta

Klíčová slova anglicky

novice teachers; drop-out

Příznaky

Mezinárodní význam

Změněno: 9. 4. 2018 15:15, Dana Nesnídalová

Anotace

V originále

Novice teachers are at a vulnerable stage of their career and are at an increased risk of quitting teaching. Therefore it is necessary to study the drop-out of novice teachers together with the reasons behind it. Our study focuses on Czech primary and secondary beginning teachers (up to three years of experience) and aim to explore how they perceive the interactive and institutional aspects of their job as well as the broader context, how valued and supported they feel, and how this connects to their intention to stay in their school (stayers), change schools (movers) or quit teaching (leavers). Also, we focused on how their views change over time. 126 teachers completed a questionnaire consisting of 70 Likert scale items and additional context questions twice in a school year (with slight adaptations; 6 months between the stages). The distribution of stayers (73 % / 74 %), movers (17 % / 18 %) and leavers (10 % / 10%) was similar in both stages. Statistically significant differences between stayers and movers/leavers were especially in the perception of the institutional level (school, colleagues, school leadership). It is noteworthy that it was the movers who were more negative. This gap widened further with time – in the second stage, movers were even more negative towards their school context, especially towards school leadership. Stayers felt statistically significantly more valued and supported. The findings are important for educational policy as well as provide impulses for the development of teacher education and induction programmes.

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

MINAŘÍKOVÁ, Eva, Světlana HANUŠOVÁ, Tomáš KOHOUTEK, Miroslav JANÍK, Tomáš JANÍK, Jan MAREŠ a Klára ULIČNÁ. Novice teachers in the Czech Republic: Why do they leave and change schools? In EARLI 2017. 2017.

@proceedings{1402943,
   author = {Minaříková, Eva and Hanušová, Světlana and Kohoutek, Tomáš and Janík, Miroslav and Janík, Tomáš and Mareš, Jan and Uličná, Klára},
   booktitle = {EARLI 2017},
   keywords = {novice teachers; drop-out},
   language = {eng},
   title = {Novice teachers in the Czech Republic: Why do they leave and change schools?},
   url = {https://www.earli.org/earli-2017},
   year = {2017}
}

TY  - CONF
ID  - 1402943
AU  - Minaříková, Eva - Hanušová, Světlana - Kohoutek, Tomáš - Janík, Miroslav - Janík, Tomáš - Mareš, Jan - Uličná, Klára
PY  - 2017
TI  - Novice teachers in the Czech Republic: Why do they leave and change schools?
KW  - novice teachers
KW  - drop-out
UR  - https://www.earli.org/earli-2017
L2  - https://www.earli.org/earli-2017
N2  - Novice teachers are at a vulnerable stage of their career and are at an increased risk of quitting teaching. Therefore it is necessary to study the drop-out of novice teachers together with the reasons behind it. Our study focuses on Czech primary and secondary beginning teachers (up to three years of experience) and aim to explore how they perceive the interactive and institutional aspects of their job as well as the broader context, how valued and supported they feel, and how this connects to their intention to stay in their school (stayers), change schools (movers) or quit teaching (leavers). Also, we focused on how their views change over time. 126 teachers completed a questionnaire consisting of 70 Likert scale items and additional context questions twice in a school year (with slight adaptations; 6 months between the stages). The distribution of stayers (73 % / 74 %), movers (17 % / 18 %) and leavers (10 % / 10%) was similar in both stages. Statistically significant differences between stayers and movers/leavers were especially in the perception of the institutional level (school, colleagues, school leadership). It is noteworthy that it was the movers who were more negative. This gap widened further with time – in the second stage, movers were even more negative towards their school context, especially towards school leadership. Stayers felt statistically significantly more valued and supported. The findings are important for educational policy as well as provide impulses for the development of teacher education and induction programmes.
ER  -

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