Early Career Teachers Thriving in the Everyday Challenges of Teaching: Understanding the Relationship between Professional Competence and Teacher Buoyancy

Autor/inn/en	Tang, Sylvia Yee Fan; Lo, Eric Siu Chung; Yeh, Fang-Yin; Cheng, May May Hung
Titel	Early Career Teachers Thriving in the Everyday Challenges of Teaching: Understanding the Relationship between Professional Competence and Teacher Buoyancy
Quelle	In: Journal of Professional Capital and Community, 8 (2023) 1, S.30-46 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tang, Sylvia Yee Fan) ORCID (Lo, Eric Siu Chung) ORCID (Yeh, Fang-Yin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9548
DOI	10.1108/JPCC-05-2022-0029
Schlagwörter	Beginning Teachers; Graduate Students; Foreign Countries; Resilience (Psychology); Classroom Techniques; Barriers; Competence; Hong Kong + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Klassenführung; Kompetenz; Hongkong
Abstract	Purpose: This study examined the relationship between early career teachers' (ECTs') perceived professional competence (PC) and teacher buoyancy (TB) and the contribution of such dynamic interaction between ECTs' perceived PC and TB to their thriving in the face of everyday teaching challenges. Design/methodology/approach: The study adopted a concurrent mixed-methods research design. A total of 218 ECTs taking a postgraduate, part-time initial teacher education programme completed two quantitative measures: Professional Competence Questionnaire and Teacher Buoyancy Scale -- Extended Version. Structural Equation Modelling (SEM) analysis was conducted to examine the relationship between PC and TB. Qualitative data via semi-structured interviews were collected from 14 survey respondents and were interpreted through a case study approach. Findings: The quantitative findings showed--(1) Competence in classroom teaching predicts the personal and contextual dimensions of teacher buoyancy; and (2) Competence to work in schools predicts the personal dimension of teacher buoyancy. The qualitative findings showed two cases that exemplified how the dynamic interaction between ECTs' perceived PC and the personal and contextual dimensions of TB supported their development of teaching expertise. Originality/value: The paper provides empirical findings on the relationship between PC and TB. It highlights ECTs' perceived Competence to work in schools as goal alignment and engagement with school policy as a crucial facilitating condition that develops ECTs' capacity to face daily challenges and engenders their thriving in terms of development of teaching expertise. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01