The importance of starting well: the influence of early career support on job satisfaction and career intentions in teaching

Hulme, Moira and Wood, Jeffrey S. (2022) The importance of starting well: the influence of early career support on job satisfaction and career intentions in teaching. Journal of Further and Higher Education, 46. ISSN 1469-9486

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Abstract

Across the UK and internationally high rates of attrition among recently qualified teachers has focused attention on strengthening early career support. Policy attention has shifted from recruitment to the issue of sustainability. While the importance of induction is widely recognised, few studies investigate the components of early career support that new teachers deem most effective and the contextual conditions that support professional growth. This article explores the complex relationship between perceptions of pre-service preparation, school context and induction experience on the continuing learning needs, job satisfaction and career intentions of teachers at the end of their first year post-qualification. The analysis draws on 382 survey responses from teachers undertaking statutory induction in primary and secondary schools in the North West of England and Scotland in 2019. The findings suggest that the quality of initial teacher education is the strongest predictor of continuing development needs at the end of induction. High quality preparation has the potential to sustain new teachers across diverse employment contexts and the many challenges of the early career phase.

Item Type: Article
Identification Number: https://doi.org/10.1080/0309877X.2021.1985981
Dates:
DateEvent
22 September 2021Accepted
1 February 2022Published Online
Uncontrolled Keywords: Professional socialisation; induction; attrition; resilience; self-efficacy
Subjects: CAH04 - psychology > CAH04-01 - psychology > CAH04-01-01 - psychology (non-specific)
CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-02 - teacher training
Divisions: Faculty of Business, Law and Social Sciences > School of Social Sciences > Dept. Psychology
Depositing User: Jeffrey Wood
Date Deposited: 01 Jul 2022 15:08
Last Modified: 01 Jul 2022 15:08
URI: http://www.open-access.bcu.ac.uk/id/eprint/13365

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