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Early career teacher attrition: New thoughts on an intractable problem
Gallant, Andrea Riley, Philip
Gallant, Andrea
Riley, Philip
Author
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
Date
2014
Type
Journal article
Journal
Teacher Development: An International Journal of Teachers' Professional Development
Book
Volume
18
Issue
4
Page Range
562-580
Article Number
ACU Department
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Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled