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ERIC Number: EJ1050747
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1047-6210
Early Career Teacher Attrition: Intentions of Teachers Beginning
Clandinin, D. Jean; Long, Julie; Schaefer, Lee; Downey, C. Aiden; Steeves, Pam; Pinnegar, Eliza; McKenzie Robblee, Sue; Wnuk, Sheri
Teaching Education, v26 n1 p1-16 2015
Early career teacher attrition has most often been conceptualized as either a problem associated with individual factors (e.g. burnout) or a problem associated with contextual factors (e.g. support and salary). This study considered early career teacher attrition as an identity making process that involves a complex negotiation between individual and contextual factors. Forty second- and third-year teachers in rural, urban, and suburban boards across Alberta, Canada, who taught at different grade levels, were interviewed about their experiences with attention to their future intentions. The semi-structured interviews were analyzed in two ways: simple descriptive statistics on demographic data and thematic analysis of the interviews. The seven themes, developed inductively, were: (1) support; (2) an identity thread of belonging; (3) tensions around contracts; (4) new teachers will do anything; (5) balancing composing a life: Working hours; (6) the struggle to not allow teaching to consume them; and (7) can I keep doing this? Is this teaching? The results of the study prompted questions about how beginning teachers might be sustained by considering each person's storied life, as well as about how teachers might be sustained on both their personal and professional knowledge landscapes.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A