Early career teacher attrition: new thoughts on an intractable problem

Gallant, Andrea and Riley, Philip 2014, Early career teacher attrition: new thoughts on an intractable problem, Teacher development, vol. 18, no. 4, pp. 562-580, doi: 10.1080/13664530.2014.945129.

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Title Early career teacher attrition: new thoughts on an intractable problem
Author(s) Gallant, AndreaORCID iD for Gallant, Andrea orcid.org/0000-0003-2668-6859
Riley, Philip
Journal name Teacher development
Volume number 18
Issue number 4
Start page 562
End page 580
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2014-10-30
ISSN 1366-4530
1747-5120
Keyword(s) arrested development
attrition
early career teachers
phenomenology
Summary 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.
Language eng
DOI 10.1080/13664530.2014.945129
Field of Research 130304 Educational Administration, Management and Leadership
Socio Economic Objective 930401 Management and Leadership of Schools/Institutions
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30070476

Document type: Journal Article
Collection: School of Education
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