S kým, ako, prečo? Otázky a možnosti (kvalitatívneho) výskumu fluktuácie začínajúcich učiteľov
| Title in English | With whom, how, why? Questions and possibilities for (qualitative) research on novice teacher turnover |
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| Authors | |
| Year of publication | 2024 |
| Type | Appeared in Conference without Proceedings |
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| Description | Teacher shortages have been recognized as a global phenomenon and problem. According to both Czech and international studies, principals at various school levels have long experienced problems in filling teaching positions (e.g. CSI, 2020; Ingersoll, 2001). In the Czech Republic, this is not currently a nationwide problem, but the number of missing teachers of certain qualifications is serious and, according to available estimates, will continue to increase (Hanušová et al., 2017; MŠMT, 2019). While in the past the prevailing belief was that teacher shortages are due to an ageing teaching population and retirements, Ingersoll (2001) pointed out that teachers leave their positions at least as often for other reasons - namely job dissatisfaction and a desire to try a job in another sector. Since the publication of Ingersoll's study, interest in research on teacher turnover has grown and it can now be said that this is an established research area that has produced important findings. A repeatedly demonstrated finding is that the group most at risk in terms of turnover are novice teachers within the first five years of entering the profession. It is also for this reason that research attention has largely focused on research into the causes of early departures from the position/profession. The aim of this paper is to unpack research on the turnover of beginning teachers from a methodological perspective. In line with the view that teacher attrition from the current position, or from education in general, needs to be viewed holistically in the context of the lives of specific teachers (Clandinin et al., 2015), the focus will be mainly on the methodological procedures, findings and limitations of the foreign qualitative studies that have been conducted in this area since 2001. The conducted review can provide a basis for further development of teacher turnover research in our context. |