Retention and Attrition in Early-Career Foreign Language Teachers in Austria and the United Kingdom.

Autor/inn/en	Sulis, Giulia; Babic, Sonja; Mairitsch, Astrid; Mercer, Sarah; Jin, Jun; King, Jim
Titel	Retention and Attrition in Early-Career Foreign Language Teachers in Austria and the United Kingdom.
Quelle	In: The modern language journal, 106 (2022) 1, S. 155-171 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabelle
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0026-7902; 1540-4781
DOI	10.1111/modl.12765
Schlagwörter	Wohlbefinden; Sekundarbereich; Lehrer; Fremdsprache; Arbeitsbedingungen; Fluktuation; Studie; England; Österreich
Abstract	The issue of early-career teacher attrition is a pressing concern across a variety of educational settings. Research in predominantly anglophone contexts has shown that rates of foreign language teachers leaving the profession are particularly high. Noting the important role that well-being plays in fostering teacher retention, this study examines factors affecting the well-being of early-career foreign language teachers in the United Kingdom and Austria, and the subsequent possible consequences for their decision to leave or remain in the profession, drawing a comparison across the 2 settings. In-depth, semistructured interviews were conducted with 14 early-career foreign language teachers at secondary schools in Austria (n = 6) and the United Kingdom (n = 8). Inductive data analysis revealed an interplay among intrapersonal, societal, and contextual factors in relation to well-being, which might contribute to shaping participants' decision to remain or leave the profession across the 2 settings. These factors include perfectionism, self-efficacy, work-life spillover, self-regulation, relationships within the school, and foreign language teacher status. Our findings suggest the need for systematic approaches toward improving teacher well-being, not only for surviving in the profession but also for flourishing and thriving in the long term.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2023/1