Early career teachers’ intentions to leave the profession: the complex relationships among preservice education, early career support, and job satisfaction

Kelly, Nick and Cespedes, Marcela and Clara, Marc and Danaher, Patrick A. (2019) Early career teachers’ intentions to leave the profession: the complex relationships among preservice education, early career support, and job satisfaction. Australian Journal of Teacher Education, 44 (3 - Article 6). pp. 93-113. ISSN 0313-5373

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Abstract

This paper investigates the complex factors that lead to early career teachers (ECTs) deciding to leave the profession. It extends prior studies to show the associations that different elements of preservice education (PSE), early career support, and on-the-job satisfaction have with the intention to leave the profession. The study uses data from 2,144 Australian ECTs to explore these relationships. Results highlight the importance of teachers’ collegial relationships with their peers, and replicate prior findings showing the significance of mentoring and induction programs. Results show that elements of job satisfaction are strongly associated with intention to leave the profession, leading to a number of implications for achieving the twin goals of higher teacher retention and job satisfaction.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published version deposited in accordance with the copyright policy oft he publisher.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education (1 July 2013 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education (1 July 2013 -)
Date Deposited: 14 Nov 2019 04:59
Last Modified: 21 Nov 2019 04:50
Uncontrolled Keywords: early career teacher (ECT); retention; support; preservice education (PSE); initial teacher education (ITE); satisfaction; attrition; Australia
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1301 Education Systems > 130103 Higher Education
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9305 Education and Training Systems > 930501 Education and Training Systems Policies and Development
Identification Number or DOI: doi:10.14221/ajte.2018v44n3.6
URI: http://eprints.usq.edu.au/id/eprint/37331

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