Antecedents of Newly Qualified Teachers’ Turnover Intentions: Evidence from Sweden

Dijana Tiplic, Eli Lejonberg, Eyvind Elstad

Abstract


The purpose of this study was to explore potential predictors of newly qualified teachers’ turnover intentions. Based on a sample of 249 newly qualified Swedish teachers, structural equation modelling of a cross-sectional survey was used to analyse data. The results indicated three important predictors of turnover intentions amongst newly qualified teachers. First, mutual trust is important amongst school professionals. Second, it is necessary to encourage newly qualified teachers’ emotional commitment to their profession and workplace to diminish turnover intentions. Finally, perceived role conflict has a significant effect on turnover intentions.


Keywords


newly qualified teachers, turnover intention, teacher attrition, Sweden

Full Text:

PDF

References


Aamodt, P. O., & Havnes, A. (2008). Factors affecting professional job mastery: Quality of study or work experience? Quality in Higher Education, 14(3), 233–248.

Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago public high schools. Journal of Labor Economics, 25(1), 95–135.

Arnesen, A.-L., & Lundahl, L. (2006). Still social and democratic? Inclusive education policies in the Nordic welfare states. Scandinavian Journal of Educational Research, 50(3), 285–300.

Bakkenes, I., Vermunta, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533–548.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.

Blossing, U., Imsen, G., & Moos, L. (2014). The Nordic education model: ‘A school for all’ encounters neo-liberal policy. Dordrecht: Springer Netherlands.

Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Press.

Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russel Sage Foundation.

Burke, R. J., & Greenglass, E. (1993). Work stress, role conflict, social support, and psychological burnout among teachers. Psychological Reports, 73, 371–380.

Byrne, B. M. (2010). Structural equation modeling with Amos: Basic concepts, applications, and programming. New York: Routledge.

Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: Exploring the relationships between indicators of teachers’ professional identity. European Journal of Psychology of Education, 27(1), 115–132.

Caspersen, J., & Raaen, F. D. (2010). Nyutdannede læreres første tid i yrket: en sjokkartet opplevelse? (Newly qualified teachers’ first year in school: a chocking experience?) In P. Haug (Ed.), Kvalifisering til læraryrket.(Qualifying for the teaching profession) Oslo: Abstrakt forlag.

Chan, D. W. (2002). Stress, self-efficacy, social support and psychological distress among prospective Chinese teachers in Hong Kong. Educational Psychology, 22(5), 557–569.

Choi, P. L., & Tang, S. Y. F. (2011). Satisfied and dissatisfied commitment: Teachers in three generations. Australian Journal of Teacher Education, 36(7), 45–75.

Christophersen, K. A., Elstad, E., & Turmo, A. (2015). Organizational factors influencing teachers’ inner sense of affective commitment to their schools in high- and low-accountability environments. International Journal of Management in Education, 9(1), 111–128.

Coleman, J. (1990). Foundations of social theory. New York: Harvard University Press.

Corneskog, J., & Lundkvist, Y. (2006). Vart tog lärarna vägen?: Om arbetsmarknaden för nyutexaminerade lärare mot tidigare år. (Where did the teachers go? On working market for newly qualifiing teachers compared with the early years) Utbildnings- och forskningsnämnden för lärarutbildning, Göteborgs universitet.

Culver, S. M., Wolfe, L. M., & Cross, L. H. (1990). Testing a model of teacher satisfaction for blacks and whites. American Education Research Journal, 27(2), 323–349.

Dagens Nyheter. (2015). Regeringen vill få fler forskare att bli lärare (The government wants reseachers to become teachers). Retrieved from: http://www.dn.se/nyheter/sverige/regeringen-vill-fa-fler-forskare-att-bli-larare/

Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1–2), 35–47.

Eckman, E. W. (2004). Similarities and differences in role conflict, role commitment, and job satisfaction for female and male high school principals. Educational Administration Quarterly, 40(3), 366–387.

Eisenberger, R., Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology, 71(3), 500–507.

Elias, S. M. (2009). Employee commitment in times of change: Assessing the importance of attitudes toward organizational change. Journal of Management, 35(1), 37–55.

Elstad, E. (2006). Understanding the nature of accountability failures in the technology-filled classroom: Disaffected students and teachers who give in. Journal of Curriculum Studies, 38(4), 459–481.

Firestone, W. A. (1996). Images of teaching and proposals for reform: A comparison of ideas from cognitive and organizational research. Educational Administration Quarterly, 32(2), 209–235.

Fresko, B., Kfir, D., & Nasser, F. (1997). Predicting teacher commitment. Teaching and Teacher Education, 13, 429–438.

Giles, C., & Hargreaves, A. (2006). The sustainability of innovative schools as learning organizations and professional learning communities during standardized reform. Educational Administration Quarterly, 42(1), 124–156.

Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13(4), 451–458.

Goddard, R., & O'Brian, P. (2003). Newly qualified teachers' perceptions of their work, well-being, and intentions to leave. Asia Pacific Journal of Teacher Education and Development, 6(2), 99–110.

Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37, 479-507.

Goldhaber, D. (2015). Excavating the teacher pipeline (and re-framing the discussion about the teacher shortage). Journal of Teacher Education July 8, 2014 0022487114542516

Goldhaber, D., & Hansen, M. (2010). Race, gender, and teacher testing: How informative a tool is teacher licensure testing? American Educational Research Journal, 47(1), 218–251.

Grace, G. R. (2012). Role conflict and the teacher. Abingdon, UK: Routledge.

Gross, N., Mason, W. S., & McEachern, A. W. (1958). Explorations in role analysis: Studies of the school superintendency role. Oxford: Wiley.

Guskey, T. R. (1988). Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63–69.

Haladyna, T. M., & Rodriguez, M. C. (2013). Developing and validating test items. New York: Routledge.

Helgøy, I., & Homme, A. D. (2006). Policy tools and institutional change. Comparing education policies in Norway, Sweden and England. Journal of Public Policy, 26, 141–165.

Hong, J. Y. (2010). Pre-service and newly qualified teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26(8), 1530–1543.

Hong, J. Y. (2012). Why do some newly qualified teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching: Theory and Practice, 18(4), 417–440.

Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.

Ingersoll, R. (2001). Who controls teachers' work? Power and accountability in America's schools. Cambridge: Harvard University Press.

Ingersoll, R., Merrill, L., & May, H. (2014). What are the effects of teacher education and preparation on beginning teacher attrition? CPRE Research Report (pp. 88–82). Retrieved from: http://cpre.org/sites/default/files/researchreport/2018_prepeffects2014.pdf

Ingersoll, R. M., Peggy, R. M. I. N. A., Bobbitt, Q. S., Alsalam, N., Quinn, P., & Bobbitt, S. (1997). Teacher professionalization and teacher commitment: A multilevel analysis. Philadelphia, PA: DIANE Publishing.

Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21(8), 995–1006.

Kemmis, S., Heikkinen, H. L. T., Fransson, G., Aspfors, J., & Edwards-Groves, C. (2014). Mentoring of new teachers as a contested practice: Supervision, support and collaborative self-development. Teaching and Teacher Education, 43, 154–164.

Kline, R. B. (2005). Principle and practice of structural equation modelling. New York: Guildford Press.

Kukla-Acevedo, S. (2009). Do teacher characteristics matter? New results on the effects of teacher preparation on student achievement. Economics of Education Review, 28(1), 49–57.

Kuvaas, B. (2007). Different relationships between perceptions of developmental performance appraisal and work performance. Personnel Review, 36, 378–397.

Lärarförbundet. (2015). Nya siffror oroar – lärarbristen blir större än väntat (New numbers worry – the teacher shortage is becoming worse than expected). Retrieved from: https://www.lararforbundet.se/artiklar/nya-siffror-oroar-lararbristen-blir-storre-an-vantat

Leinhardt, G., & Greeno, J. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78(2), 75–95.

Leinhardt, G., Young, K. M., & Merriman, J. (1995). Integrating professional knowledge: The theory of practice and the practice of theory. Learning and Instruction, 5, 401–408.

Lindgren, U. (2005). Experiences of beginning teachers in a schoolâ€based mentoring program in Sweden. Educational Studies, 31(3), 251–263.

Lindqvist, P., Nordänger, U. K., & Carlsson, R. (2014). Teacher attrition the first five years: A multifaceted image. Teaching and Teacher Education, 40, 94–103.

Lortie, D. C. (1975). Schoolteacher. Chicago: University of Chicago Press.

Martin, N. K., Sass, D. A., & Schmitt, T. A. (2012). Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers’ intent-to-leave. Teaching and Teacher Education, 28(4), 546–559.

Mayer, D. (2006). The changing face of the Australian teaching profession: New generations and new ways of working and learning. Asia-Pacific Journal of Teacher Education, 34(1), 57–71.

Meyer, J. P., Allen, N. J., & Smith, C. A. (1993). Commitment to organizations and occupations: Extension and test of a three-component conceptualization. Journal of Applied Psychology, 78(4), 538–551.

Miles, R. H., & Perreault, W. D., Jr. (1976). Organizational role conflict: Its antecedents and consequences. Organizational Behavior and Human Performance, 17(1), 19–44.

Ministry of Education and Research (2015). Helene Hellmark Knutsson besöker lärarutbildningen vid Helsingfors universitet. (Helene Hellmark Knutsson visits teacher education at University of Helsingfors) Retrieved from: http://www.regeringen.se/pressmeddelanden/2015/10/helene-hellmark-knutsson-besoker-lararutbildningen-vid-helsingfors-universitet/

Organisation for Economic Co-operation and Development. (2012). Education at a glance 2012 OECD indicators: OECD indicators.

Organisation for Economic Co-operation and Development. (2013a). PISA 2012 results in focus. What 15-year-olds know and what they can do with what they know. Retrieved from: http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf

Organisation for Economic Co-operation and Development. (2013b). Teaching and learning international survey TALIS 2013, Conceptual framework. Retrieved from: http://www.oecd.org/edu/school/TALIS%20Conceptual%20Framework_FINAL.pdf

Organisation for Economic Co-operation and Development. (2015). Improving schools in Sweden: An OECD perspective. Paris: OECD Publishing.

Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers’ perceptions. Educational Psychology, 27(2), 191–218.

Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458.

Rizzo, J. R., House, R. J., & Lirtzman, S. I. (1970). Role conflict and ambiguity in complex organizations. Administrative Science Quarterly, 15(2), 150–163.

Schwab, R. L., & Iwanicki, E. F. (1982). Perceived role conflict, role ambiguity, and teacher burnout. Educational Administration Quarterly, 18(1), 60–74.

Siegel, S. M., & Kaemmerer, W. F. (1978). Measuring the perceived support for innovation in organizations. Journal of Applied Psychology, 63(5), 553–562.

Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611–625.

Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059–1069.

Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27(6), 1029–1038.

Smethem, L. (2007). Retention and intention in teaching careers: Will the new generation stay? Teachers and Teaching: Theory and Practice, 13(5), 465–480.

Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on newly qualified teacher turnover? American Educational Research Journal, 41(3), 681–714.

Statistics Sweden. (2012). Stor brist på arbetskraft väntas inom vården. (Large shortage of working staff is expected among care occupations) Retrieved from: http://www.scb.se/sv_/Hitta-statistik/Statistik-efter-amne/Utbildning-och-forskning/Analyser-och-prognoser-om-utbildning-och-arbetsmarknad/Trender-och-prognoser-om-utbildning-och-arbetsmarknad/Aktuell-Pong/9948/Behallare-for-Press/Trender-och-prognoser-om-utbildning-och-arbetsmarknad1/

Statistics Sweden. (2014a). Ökande elevkullar kan förvärra lärarbrist (Increasing pupil cohorts can increase teacher shortage). Retrieved from: http://www.scb.se/sv_/Hitta-statistik/Artiklar/Okande-elevkullar-kan-forvarra-lararbrist/

Statistics Sweden. (2014b). Trender och Prognoser (Trends and Forecasts). Stockholm: Statistics Sweden.

Swedish Public Service Broadcaster. (2016). Fler lärare behövs [More teachers are needed]. Retrieved from: http://www.svt.se/nyheter/inrikes/fler-larare-behovs

Telhaug, A. O., Mediås, O. A., & Aasen, P. (2006). The Nordic model in education: Education as part of the political system in the last 50 years. Scandinavian Journal of Educational Research, 50(3), 245–283.

Tiplic, D, Brandmo, C., & Elstad, E. (2015). Antecedents of Norwegian beginning teachers’ turnover intentions. Cambridge Journal of Education, 45 (4), 451-474.

Toh, K.-A., Ho, B.-T., Riley, J. P., & Hoh, Y.-K. (2006). Meeting the highly qualified teachers challenge. Educational Research for Policy and Practice, 5, 187–194.

Troman, G. (2008). Primary teacher identity, commitment and career in performative school cultures. British Educational Research Journal, 34(5), 619–633.

Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and teacher Education, 23(6), 944–956.

Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.

Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40.

Watt, H. M. G., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18, 408–428.

Yu, H., Leithwood, K., & Jantzi, D. (2002). The effects of transformational leadership on teachers’ commitment to change in Hong Kong. Journal of Educational Administration, 40(4), 368–389.


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493