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: Modern Language Journal, 106 (2022) 1, S.155-171 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sulis, Giulia) ORCID (Babic, Sonja) ORCID (Mairitsch, Astrid) ORCID (Mercer, Sarah) ORCID (Jin, Jun) ORCID (King, Jim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12765
Schlagwörter	Foreign Countries; Second Language Instruction; Language Teachers; Beginning Teachers; Well Being; Teacher Persistence; Labor Turnover; Cultural Differences; Secondary School Teachers; Social Influences; Context Effect; Personality Traits; Self Efficacy; Family Work Relationship; Self Management; Interpersonal Relationship; United Kingdom; Austria + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Junior teacher; Junglehrer; Well-being; Wellness; Wohlbefinden; Kultureller Unterschied; Sozialer Einfluss; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Self-efficacy; Selbstwirksamkeit; Selbstmanagement; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Großbritannien; 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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01