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.

Basic information

Original name

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

Authors

MINAŘÍKOVÁ, Eva (203 Czech Republic, guarantor, belonging to the institution), Světlana HANUŠOVÁ (203 Czech Republic, belonging to the institution), Tomáš KOHOUTEK (203 Czech Republic, belonging to the institution), Miroslav JANÍK (203 Czech Republic, belonging to the institution), Tomáš JANÍK (203 Czech Republic, belonging to the institution), Jan MAREŠ (203 Czech Republic, belonging to the institution) and Klára ULIČNÁ (203 Czech Republic, belonging to the institution)

Edition

EARLI 2017, 2017

Other information

Language

English

Type of outcome

Prezentace na konferencích

Field of Study

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

Country of publisher

Czech Republic

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

URL

RIV identification code

RIV/00216224:14410/17:00095379

Organization unit

Faculty of Education

Keywords in English

novice teachers; drop-out

Abstract

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.

Links

GA15-12956S, research and development project

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

Investor: Czech Science Foundation, How context matters: objective determinants of novice teachers´ socialisation

Citovat

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

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   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}
}

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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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