Numerous studies have identified research to practice gap regarding teacher retention (Hagaman & Casey, 2018; Carver, 2003; CCSESA, 2016). In Minnesota, teacher retention is a concern as 51% of professional licensed teachers were not working as either a public or charter school teacher during the 2019-2020 school year. (PELSB, 2021). The…

This article analyzes how newly qualified teachers (NQTs) are conceptualized in Norwegian policy, specifically the green paper 'NOU 2022: 13: With Further Significance'. Utilizing Carol Bacchi's 'What's the Problem Represented to Be?' approach, we dissect policy proposals and solutions to uncover and examine a tension-filled conceptualization of…

The purpose of this phenomenology was to examine the lived experience of being a first-year music teacher during the COVID-19 pandemic. Across two data waves, the first in winter 2020 and the second in late spring 2021, we collected written reflections and conducted online interviews with 10 music teachers who began their careers in 2020 to 2021.…

This study deals with teachers of Ethiopian origin, i.e. second-generation immigrants from Ethiopia or those who were brought to Israel by their parents as young children. The goals of the study are twofold: first, to trace the obstacles they face against the background of racial discrimination and affirmative action, and second, to describe three…

Novice teachers often undergo an identity shift from learner to teacher. Along this process, their instructional beliefs change considerably which in turn affect their teacher identity formation. Drawing on data collected mainly through interviews with three novice English teachers for more than one year, the present study examines their…

The COVID-19 pandemic has considerably disrupted teacher education. In Australian, the placement days required to meet the Australian Institute for Teaching and School Leadership (AITSL) standards were reduced for the 2020 final-year graduate teachers. Simultaneously, the COVID-19 disruptions posed significant challenges for first-year teachers.…

Supporting and retaining U.S. K-12 beginning teachers remains a problem and has been linked to early career stress. Although teacher induction programs for beginning teachers have flourished in recent decades, beginning teacher stress persists and can undermine their occupational health. Teacher mentoring has been identified as an important way to…

A key tool amongst the strategies used by teachers to combat stress at work is the construction and development of a professional identity. The underlying idea is that professional identity has the potential to prevent or help teachers to overcome burnout, a problem that is increasingly common within the profession. We conducted a multiple case…

This research aims to identify and prioritise the professional needs of novice teachers using the Delphi technique. This qualitative, emergent design employs semi-structured interviews to collect data and the Atride-Sterling style for thematic analysis. Twelve novice teachers with different educational qualifications were purposively selected, and…

Research has consistently shown that the quality of teachers working with students has a greater impact on academic achievement than any other school-related factor. However, close to a third of new teachers continue to leave the profession within their first 5 years of employment. In particular, hard-to-staff rural schools have struggled to…

Despite research examining why teachers leave at such high rates, the intractable problem of attrition persists. Recently, teacher preparation programs have reported lower enrollment trends, and K-12 schools have reported higher attrition rates. Considering that one critical component of the problem is retention, more work is necessary to explore…

The overall objective of this study was to investigate the constraints that have occurred regarding the first-year English language teachers' professional identity construction at five Chinese universities. The approach adopted in the study was Narrative Inquiry. Interview data with five teachers were collected and analysed through a framework…

Early career teachers continue to flee the profession in many countries around the world. In a series of our own studies, we have attempted to better understand the intentions of early career teachers. In this paper, we build on themes that emerged in a 2015 study, published in Teaching Education, with 40 second- and third-year teachers, and…

This article offers the reader a socio-cultural examination of a series of fundamental processes related to the construction and development of the professional teaching identity. By way of illustration, we analyse 39 subjective learning experiences reported by 12 novice teachers in Chile. The objective is to examine aspects of their experiences…

A large number of trained Young Learners of English (YLE) teachers leave the language academies soon after being employed. These teachers usually suffer from high levels of stress and anxiety during their career which might lead to burnout. Considering the impact of vision in motivating teachers, this research was designed to study the development…