Abstract
In this chapter, Stacey explores the support of early career teachers by their supervisors and school executive. While a relationship of this support to market position was evident, it was not straightforward, with some teachers in schools in the lower-tier feeling more supported than those in the upper-tier. Here Stacey unpacks these complex relationships and the kinds of patterns they both reflect and disrupt in relation to market position, sector, and recent devolutionary reform. The chapter contributes to current scholarship around work in schools, with Australian school staff reported to be under significant strain. The significance of leadership for the support of early career teachers within the current policy settlement is emphasised.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
AITSL. (2016). What do we know about early career teacher attrition rates in Australia? Retrieved from https://www.aitsl.edu.au/docs/default-source/research-evidence/spotlight/spotlight—attrition.pdf?sfvrsn=40d1ed3c_0.
Australian Education Union. (2008). New educators survey 2008. Retrieved from the Australian Education Union website: http://www.aeufederal.org.au/Publications/2009/Nesurvey08res.pdf.
Bennett, G. A., Newman, E., Kay-Lambkin, F., & Hazel, G. (2016). Start well: A research project supporting resilience and wellbeing in early career teachers—Summary report. Newcastle, NSW, Australia: Hunter Institute of Mental Health.
Buchanan, J., Prescott, A., Schuck, S., Aubusson, P., & Burke, P. (2013). Teacher retention and attrition: Views of early career teachers. Australian Journal of Teacher Education, 38(3), 112–129. Retrieved from http://ro.ecu.edu.au/ajte/. https://doi.org/10.14221/ajte.2013v38n3.9.
Burke, P., Aubusson, P., Schuck, S., & Buchanan, J. (2015). How do early career teachers value different types of support? A scale-adjusted latent class choice model. Teaching and Teacher Education, 47, 241–253. https://doi.org/10.1016/j.tate.2015.01.005.
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social-emotional learning: Predicting teacher stress, job satisfaction and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/10.1037/a0029356.
Connell, R. (1985). Teachers’ work. Sydney, NSW, Australia: George Allen & Unwin.
Fitzgerald, S., McGrath-Champ, S., Stacey, M., Wilson, R., & Gavin, M. (2018). Intensification of teachers’ work under devolution: A ‘tsunami’ of paperwork. Journal of Industrial Relations. https://doi.org/10.1177/0022185618801396.
Fitzgerald, S., Stacey, M., McGrath-Champ, S., Parding, K., & Rainnie, A. (2018). Devolution, market dynamics and the Independent Public School initiative in Western Australia: ‘Winning back’ what has been lost? Journal of Education Policy, 33(5), 662–681. https://doi.org/10.1080/02680939.2017.1412502.
Goddard, R., & Goddard, M. (2006). Beginning teacher burnout in Queensland schools: Associations with serious intentions to leave. Australian Educational Researcher, 33(2), 61–75. https://doi.org/10.1007/BF03216834.
Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education, 24, 1349–1363. https://doi.org/10.1016/j.tate.2007.06.005.
Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching, 18(4), 417–440. https://doi.org/10.1080/13540602.2012.696044.
Hultell, D., Melin, B., & Gustavsson, J. P. (2013). Getting personal with teacher burnout: A longitudinal study on the development of burnout using a person-based approach. Teaching and Teacher Education, 32, 75–86. https://doi.org/10.1016/j.tate.2013.01.007.
Klassen, R. M. (2010). Teacher stress: The mediating role of collective efficacy beliefs. The Journal of Educational Research, 103, 342–350. https://doi.org/10.1080/00220670903383069.
Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Evidence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36, 114–129. https://doi.org/10.1016/j.cedpsych.2011.01.002.
Le Cornu, R. (2013). Building early career teacher resilience: The role of relationships. Australian Journal of Teacher Education, 38(4). https://doi.org/10.14221/ajte.2013v38n4.4.
Lovett, S. (2018). Advocacy for teacher leadership: Opportunity, preparation, support, and pathways. Cham, Switzerland: Springer.
Lupton, R. (2005). Social justice and school improvement: Improving the quality of schooling in the poorest neighbourhoods. British Educational Research Journal, 31(5), 589–604. https://doi.org/10.1080/01411920500240759.
Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual. Palo Alto, CA: Consulting Psychologists Press.
McCallum, F., & Price, D. (2010). Well teachers, well students. Journal of Student Wellbeing, 4(1), 19–34.
McCarthy, C., Kissen, D., Yadley, L., Wood, T., & Lambert, R. (2006). Relationship of teachers’ preventive coping resources to burnout symptoms. In R. Lambert & C. McCarthy (Eds.), Understanding teacher stress in an age of accountability (pp. 179–196). Greenwich, CT: Information Age Publishing.
McCormick, J., & Barnett, K. (2010). Teachers’ attributions for stress and their relationships with burnout. International Journal of Educational Management, 25(3), 278–293. https://doi.org/10.1108/09513541111120114.
McGrath-Champ, S., Stacey, M., Wilson, R., Fitzgerald, S., Rainnie, A., & Parding, K. (2017). Principals’ support for teachers’ working conditions in two devolved Australian schooling systems. Educational Management Administration and Leadership. https://doi.org/10.1177/1741143217745879.
McGrath-Champ, S., Stacey, M., Wilson, R., Gavin, M., & Fitzgerald, S. (2018). The new casualisation of staff in schools: Temporary teachers’ experiences of work and workload. Paper presented at the Australian Association for Research in Education, Sydney, 2–6 December.
McGrath-Champ, S., Wilson, R., Stacey, M., & Fitzgerald, S. (2018). Understanding work in schools. Retrieved from https://news.nswtf.org.au/application/files/7315/3110/0204/Understanding-Work-In-Schools.pdf.
McKenzie, P., Weldon, P., Rowley, G., Murphy, M., & McMillan, J. (2014). Staff in Australia’s schools 2013: Main report on the survey. Melbourne, VIC, Australia: ACER.
NSW Department of Education. (2018). Casual and temporary teachers. Retrieved from https://education.nsw.gov.au/about-us/jobs-and-opportunities/school-careers/teachers/casual-and-temporary-teachers.
Queensland College of Teachers. (2013). Attrition of recent Queensland graduate teachers. Brisbane, QLD: Author.
Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25, 518–524. https://doi.org/10.1016/j.tate.2008.12.006.
Stacey, M. (2017). The teacher ‘problem’: An analysis of the NSW education policy Great Teaching, Inspired Learning. Discourse: Studies in the Cultural Politics of Education, 38(5), 782–793. https://doi.org/10.1080/01596306.2016.1168778.
Sullivan, A., & Morrison, C. (2014). Enacting policy: The capacity of school leaders to support early career teachers through policy work. Australian Educational Researcher, 41, 603–620. https://doi.org/10.1007/s13384-014-0155-y.
Weldon, P. (2018). Early career teacher attrition in Australia: Evidence, definition, classification and measurement. Australian Journal of Education, 62(1), 61–78. https://doi.org/10.1177/0004944117752478.
Willett, M., Segal, D., & Walford, W. (2014). National teaching workforce dataset: Data analysis report. Canberra, NSW, Australia: Department of Education.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2020 The Author(s)
About this chapter
Cite this chapter
Stacey, M. (2020). Supporting Early Career Teachers Across the Market. In: The Business of Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-35407-7_6
Download citation
DOI: https://doi.org/10.1007/978-3-030-35407-7_6
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-35406-0
Online ISBN: 978-3-030-35407-7
eBook Packages: EducationEducation (R0)