An investigation into which forms of early teacher learning are most effective with respect to retention, motivation, commitment and job satisfaction for new entrants to the school teaching profession

McDowall, Sophie (2014). An investigation into which forms of early teacher learning are most effective with respect to retention, motivation, commitment and job satisfaction for new entrants to the school teaching profession. University of Birmingham. Ed.D.

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Abstract

This research project explores which forms of early teacher learning (ETL) are most effective to secure the retention, motivation, commitment and job satisfaction of new entrants to the teaching profession in the United Kingdom (UK). It was inspired by concern over the high drop-out rate of teachers new to the profession expressed by Michael Gove (UK Secretary of State for Education) in The White Paper “The Importance of Teaching” (2010).
A survey methodology was used and the method was that of semi-structured interviews with twenty teachers from three secondary schools in the West Midlands of England. It was found that ETL was effective when interactive, shared, school based, well mentored and related to teaching in the classroom. It was also found that effective ETL took place when teachers were learning through their engagement in projects, responsibility roles and extra-curricular activities. It was further found that this was so because such activities developed professional identity; self-efficacy; a psychological contract with the school and mastery of the craft of teaching. Links to the processes of acculturation, assimilation and actualisation were indicated. The significance of this research project is that it points to strategies which can help retain new entrants in the profession.

Type of Work:

Thesis (Doctorates > Ed.D.)

Award Type:

Doctorates > Ed.D.

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