An ecological perspective of teacher retention: An emergent model

Erez Zavelevsky; Orly Shapira Lishchinsky

doi:10.1016/j.tate.2019.102965

An ecological perspective of teacher retention: An emergent model

Erez Zavelevsky
, Orly Shapira Lishchinsky

Bar-Ilan University - Faculty of Social Sciences

Research output: Contribution to journal › Article › peer-review

62 Scopus citations

Abstract

The aim of this study is to examine the characteristics of an ecological school culture conducive to the retention of novice teachers. Twenty novice teachers were selected randomly from 20 different schools in Israel. The qualitative research findings revealed that an ecological school culture conducive to the retention of novice teachers possesses a multi-dimensional framework characterized by categories such as organizational practices, peer communication, individual aspects, community, working conditions and teacher status. The research findings can contribute to reshaping guidance procedures and practices best-suited to novice teachers, which will ultimately aid in the retention of quality teachers.

Original language	English
Article number	102965
Number of pages	11
Journal	Teaching and Teacher Education
Volume	88
Early online date	6 Nov 2019
DOIs	https://doi.org/10.1016/j.tate.2019.102965
State	Published - Feb 2020

Bibliographical note

Publisher Copyright:
© 2019 Elsevier Ltd

Funding

This work was supported by the Israeli Ministry of Education under the grant agreement No 204495 .

Funders	Funder number
Israeli Ministry of Education	204495

Keywords

Ecological school culture
Novice teachers
Teacher attrition
Teacher retention

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.tate.2019.102965

Cite this

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An ecological perspective of teacher retention: An emergent model

Abstract

Bibliographical note

Funding

Keywords

UN SDGs

Access to Document

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