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

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F17%3A00095379" target="_blank" >RIV/00216224:14410/17:00095379 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.earli.org/earli-2017" target="_blank" >https://www.earli.org/earli-2017</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

O - Ostatní výsledky

CEP obor

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OECD FORD obor

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

Projekt

<a href="/cs/project/GA15-12956S" target="_blank" >GA15-12956S: Jaký význam má kontext: objektivní determinanty socializace začínajících učitelů</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů