Early career teachers' sense of professional agency in the classroom : associations with turnover intentions and perceived inadequacy in teacher-student interaction

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Heikonen , L , Pietarinen , J , Pyhältö , K , Toom , A & Soini , T 2017 , ' Early career teachers' sense of professional agency in the classroom : associations with turnover intentions and perceived inadequacy in teacher-student interaction ' , Asia - Pacific Journal of Teacher Education , vol. 45 , no. 3 , pp. 250-266 . https://doi.org/10.1080/1359866X.2016.1169505

Title: Early career teachers' sense of professional agency in the classroom : associations with turnover intentions and perceived inadequacy in teacher-student interaction
Author: Heikonen, Lauri; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina
Contributor organization: Teacher Education
Department of Education
Sari Lindblom-Ylänne
The Centre for University Teaching and Learning (HYPE)
Education of Education
Faculty of Education Common Matters
Faculty of Educational Sciences
Date: 2017-06
Language: eng
Number of pages: 17
Belongs to series: Asia - Pacific Journal of Teacher Education
ISSN: 1359-866X
DOI: https://doi.org/10.1080/1359866X.2016.1169505
URI: http://hdl.handle.net/10138/315760
Abstract: Teachers' capacity to learn intentionally and responsively in the classroom is particularly vulnerable during the first years in the profession. This study investigated the interrelations between early career teachers' turnover intentions, perceived inadequacy in teacher-student interaction, and sense of professional agency in the classroom. The survey data were collected from 284 in-service teachers with not more than 5 years of experience and analysed by structural equation modelling (SEM). The results showed that the negative relation between turnover intentions and early career teachers' sense of professional agency was completely mediated by perceived inadequacy in teacher-student interaction. The results indicate that experiences of insufficient abilities to solve pedagogically and socially challenging student situations have a crucial effect on early career teacher's capacity for adaptive reflection and active transformation of instruction.
Subject: Early career teachers
teacher learning
professional agency
turnover intentions
teacher-student interaction
BEGINNING TEACHERS
NOVICE TEACHERS
SELF-EFFICACY
BURNOUT
SCHOOL
PERCEPTIONS
RETENTION
DECISIONS
IDENTITY
BELIEFS
516 Educational sciences
Peer reviewed: Yes
Rights: cc_by_nc_nd
Usage restriction: openAccess
Self-archived version: acceptedVersion


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