Summary and Reflection of Readings
Latifoglu, (2016)
- Why teachers leave
- Salary (although that is low on
priorities
- Reason for entering the
profession depends on what
you hold of value
- Burnout
- Effect of teachers leaving
- If they are good, disruption to
students learning
- Disruption and loss of cultural
and intellectual capital for both
the profession and the school
- Schools put more resources
into supporting BT’s, affect
morale of remaining staff
(perhaps they lose out on
some?)
- The term of employment of the BT
may affect retention
- Mentors
- Not being available
- Workload higher and more than
expected (negative light)
- Psychological weight
- Dissatisfaction comes from work
experience, not a lack of preparation
from university
- The level of support from the school in
varying levels affects the BT’s stress
levels and happiness in the job
- Critical incidents happen for every bt.
The difference is that what may be a
CI for one teacher may not be for
another.
- Commitment imbalance
Pietsch & Williamson, (2010)
- First year = survival & discovery
- Issues can “​be ameliorated by
reviewing the conditions under which
most beginning teachers began
teaching”​ (p. 332).
- Consistent, defined periods of time for
interviews. With these and reflections,
teachers were able to identify “​the in
which new knowledge was adopted
and to explore the implications of new
knowledge for their ongoing
classroom practice.” (p. 334).
- Difference between expertise and
experience
- Success dependant on context of
employment
- Level of PD the same
- The ongoing nature of planning plus
all the extra additives of being a
classroom teacher was difficult
- Such was the focus in the first
few weeks on ensuring the
planning was done, and that it
was implemented, that the
focus on students and their
learning was left out or at the
very least, the last thing to be
thought of
- Success bread self-efficacy
- As they continued in their teaching,
the BTs felt more comfortable and
responded better to their students
- Continuity in staying with one school
for atleast two years ensures
consolidation of learning
- Experience and expertise strong link
when teachers were in one classroom
continuously. When the teaching was
fragmented, the link was tenuous.
The biggest thing that these two readings have dispolayed to me are the myriad factors that
make this profession such a difficult one. I am daunted by the apparent negativity, horrendous
workload and lack of support from some schools. The commonality across both schools was
that success, either deemed by the Beginning Teacher, or actual success, was overall
dependent on the level of support that the school provided for the Beginning Teacher. This
support was evident through the availability of resources, of professional development and the
availability of their mentor teacher. Some Beginning Teacher’s mentioned that they had little
input from their mentor teacher due to time - the mentor teacher did not have time to effectively
mentor the BT. This is daunting, recognising that success is dependent on success. With a lack
of affirmation from one more experienced, combined with struggles within the classroom and a
lack of support in how to deal with these, this could lead quite easily to a discouraged educator.
I want to say that I am resilient, but lately I would disagree. I think that this would put me off, and
I don’t feel up to the challenge of being an educator.
These readings do not discuss the positives for Beginning Teacher’s - how they overcame the
challenges, ways to navigate the difficulties that are evidently going to be present regardless,
and strategies to deal with the pressures from parents. Some teachers evidently do do this, but
how they do it would be encouraging if it was shared - it would shed some light on how to
navigate those tricky waters. These readings were negative in that their focus was on Beginning
Teachers leaving or staying in the profession and the factors that contributed to that.
These readings reinforce the necessity to ensure that there is a good mentor-BT system set up
to support me when I enter a school. That way, I will enter the school with eyes wide open. They
also reinforce the reality of entering into the profession and trying to juggle the myriad balls that
an educator (both beginning and experienced) is expected to maintain. I am concerned about
my work-life balance as it appears to me, both in the readings and in conversations with those in
the profession, that having a work-life balance as an educator is a bit of a joke.
References:
Latifoglu, A. (2016). Staying or leaving? An analysis of career trajectories of beginning teachers.
Independent School Education Association, 44​(1), 55-70.

Pietsch, M., & Williamson, J. (2010). ‘Getting the pieces together’: Negotiating the transition
from pre-service to in-service teacher. ​Asia-Pacific Journal of Teacher Education, 38​(4),
331-344.