Novice teachers in the Czech Republic and their drop-out intentions

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F20%3A00114019" target="_blank" >RIV/00216224:14410/20:00114019 - isvavai.cz</a>

Výsledek na webu

<a href="https://onlinelibrary.wiley.com/doi/abs/10.1111/ejed.12373" target="_blank" >https://onlinelibrary.wiley.com/doi/abs/10.1111/ejed.12373</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1111/ejed.12373" target="_blank" >10.1111/ejed.12373</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Novice teachers in the Czech Republic and their drop-out intentions

Popis výsledku v původním jazyce

The current paper presents the results of the first research study of drop-out intentions of novice teachers in the Czech Republic. The study focuses on the reported satisfaction of novice teachers in primary and lower secondary schools with external factors that influence their socialisation and that can be seen as predictors of novice teachers' decision to stay in their current school. In the paper we present the results of quantitative research conducted in 2015–2017. Our main findings include the key significance of factors at the school level, especially the influence of school culture and climate, cooperation with colleagues and leadership. We conclude that in the Czech context teachers tend to stay in schools provided that they work in a well-functioning school, with cooperative colleagues and good head teachers.

Název v anglickém jazyce

Novice teachers in the Czech Republic and their drop-out intentions

Popis výsledku anglicky

The current paper presents the results of the first research study of drop-out intentions of novice teachers in the Czech Republic. The study focuses on the reported satisfaction of novice teachers in primary and lower secondary schools with external factors that influence their socialisation and that can be seen as predictors of novice teachers' decision to stay in their current school. In the paper we present the results of quantitative research conducted in 2015–2017. Our main findings include the key significance of factors at the school level, especially the influence of school culture and climate, cooperation with colleagues and leadership. We conclude that in the Czech context teachers tend to stay in schools provided that they work in a well-functioning school, with cooperative colleagues and good head teachers.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

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

2020

Kód důvěrnosti údajů

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

Název periodika

European Journal of Education

ISSN

0141-8211

e-ISSN

1465-3435

Svazek periodika

55

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

17

Strana od-do

275-291

Kód UT WoS článku

000596019900014

EID výsledku v databázi Scopus

2-s2.0-85091031242