Handbook for Retaining Early Career Teachers

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A01=Anna Elizabeth Du Plessis
Author_Anna Elizabeth Du Plessis
beginning teachers
career decisions
Category=JNLB
Category=JNLC
Category=JNMT
educational retention research
empirical study
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
induction programme strategies
lived experiences
mentoring for educators
professional learning communities
school climate improvement
school leaders
school policy
support systems for new teachers
teacher attrition rates
teacher workforce stability

Product details

  • ISBN 9780367490102
  • Weight: 400g
  • Dimensions: 156 x 234mm
  • Publication Date: 31 Oct 2023
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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This book addresses the global concern of teacher attrition rates, particularly those who walk away from the profession within the first five years. The author offers new knowledge about the factors that influence beginning teachers’ career decisions through an in-depth examination of their lived experiences.

Using a unique lens that explores the complexities of a beginning teacher’s classroom through its many attendant axiological, structural, interpersonal, and practical contexts, the book presents strategies that address the deep matters of retention in the educational arena. Using its insights, school leaders are enabled to shift the balance of school policy understanding towards beginning teachers’ acute needs for support.

Based on an empirical study of more than 2,000 beginning teachers and school leaders, this book reveals perceptions, truths, and lived experiences in order to guide the development of effective retention strategies and policies, which are fundamental to stabilising the teacher workforce.

Anna Elizabeth Du Plessis is an education specialist who has 26 years’ experience in teaching, including eight years in school leadership. Her various research projects have examined educational leadership, professional development for teachers and school leaders, preservice teachers’ professional experience, the beginning teacher workforce, and teachers’ lived experiences in relation to out-of-field teaching practices.

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