Early career teacher attrition: New thoughts on an intractable problem

Journal article

Gallant, Andrea and Riley, Philip. (2014). Early career teacher attrition: New thoughts on an intractable problem. Teacher Development: An International Journal of Teachers' Professional Development. 18(4), pp. 562 - 580. https://doi.org/10.1080/13664530.2014.945129

Authors	Gallant, Andrea and Riley, Philip
Abstract	Early career exit from teaching has reached epidemic proportions and appears intractable. Previous attempts to find solutions are yet to make much of an inroad. The aim of the research was to discover what nine beginning teachers required to remain in the classroom, by adopting a phenomenological approach. The authors identified participants’ common experiences through semi-structured interviews and unprompted written narratives. Data were examined for trustworthiness by reference to the literature. Key words from the narratives were synonyms, or broadly synonymous with, optimism, arrested development or disillusionment. The process of leaving involved entry, characterised by optimism; early experiences, characterised by arrested development; pre-exit, characterised by disillusionment; and exit.
Keywords	early career teachers; attrition; phenomenology; arrested development
Year	2014
Journal	Teacher Development: An International Journal of Teachers' Professional Development
Journal citation	18 (4), pp. 562 - 580
ISSN	1366-4530
Digital Object Identifier (DOI)	https://doi.org/10.1080/13664530.2014.945129
Page range	562 - 580
Research Group	School of Education
Publisher's version	File Access Level Controlled

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