First steps in a second career: characteristics of the transition to the teaching profession among novice teachers.
Saved in:
| Title: | First steps in a second career: characteristics of the transition to the teaching profession among novice teachers. |
|---|---|
| Authors: | Bar-Tal, Smadar1 smadar_b@levinsky.ac.il, Chamo, Nurit1, Ram, Drorit1, Snapir, Zohar1, Gilat, Itzhak1 |
| Source: | European Journal of Teacher Education. Dec2020, Vol. 43 Issue 5, p660-675. 16p. |
| Subject Terms: | *Beginning teachers, *Job satisfaction, *Teachers' workload, *Qualitative research, *Teaching, Questionnaires |
| Abstract: | The main purpose of the present study was to illuminate the factors that enhance or inhibit job satisfaction among second-career teachers (SCTs) in their initial period at school. Data was gathered from questionnaires filled out by 80 novice SCTs and a comparable group of 82 First-Career Teachers (FCTs). Personal interviews were conducted with eight SCTs. The findings show that the most powerful predictor of high job satisfaction among SCTs is the availability of support whereas the most powerful predictor among FCTs is workload. The qualitative analysis suggests that experience acquired by SCTs before they start teaching provides a repertoire of helpful strategies, thus improving their ability to cope with stressful experiences. The findings support the trend to advocate teaching as a second career for experienced professionals. [ABSTRACT FROM AUTHOR] |
| Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The main purpose of the present study was to illuminate the factors that enhance or inhibit job satisfaction among second-career teachers (SCTs) in their initial period at school. Data was gathered from questionnaires filled out by 80 novice SCTs and a comparable group of 82 First-Career Teachers (FCTs). Personal interviews were conducted with eight SCTs. The findings show that the most powerful predictor of high job satisfaction among SCTs is the availability of support whereas the most powerful predictor among FCTs is workload. The qualitative analysis suggests that experience acquired by SCTs before they start teaching provides a repertoire of helpful strategies, thus improving their ability to cope with stressful experiences. The findings support the trend to advocate teaching as a second career for experienced professionals. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 02619768 |
| DOI: | 10.1080/02619768.2019.1708895 |
