Novice teacher challenges and promoting novice teacher retention in Canada. Issue 5 (20th October 2019)

• Record Type: Journal Article
• Authors: Whalen, Catherine; Majocha, Elizabeth; Van Nuland, Shirley
• Is Part Of: European journal of teacher education. Volume 42:Issue 5(2019)
• Page Start: 591
• Page End: 607
• Publication Date: 2019-10-20
• Subjects: New teacher retention -- mentoring -- teaching challenges -- new teacher induction; Teachers -- Training of -- Europe -- Periodicals; 370.71094
• DOI: 10.1080/02619768.2019.1652906
• Languages: English
• ISSNs: 0261-9768

Abstract

ABSTRACT: This research revealed several themes that have an impact on six novice teacher participants as: understanding school culture and how they navigate the nuances within, what it means to be an effective teacher, access to mentors or mentorship programming, effective mentorship qualities, and school policies on mentorship. The literature supports the theoretical concept of an improved rate of teacher retention when mentorship is offered, but the research data collected for this article revealed a gap between this theory and practice. Teacher attrition is receiving worldwide attention; while some attrition in all professions is expected, high rates cause concern for the teaching profession. This phenomenological study focuses the experiences and challenges novice teachers endure in school settings within their first 3 years of classroom practice. This research work explored the phenomenon of being a novice teacher and how policies on mentorship influence/shape teacher retention/attrition within the early years of classroom practice.