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How to Increase the Retention of Early Career Teachers* 如何提高早期职业教师的保留率*
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2026-09-30 DOI: 10.1177/00224871261484680
Weadé W. James, Paige Shoemaker DeMio
{"title":"How to Increase the Retention of Early Career Teachers*","authors":"Weadé W. James, Paige Shoemaker DeMio","doi":"10.1177/00224871261484680","DOIUrl":"https://doi.org/10.1177/00224871261484680","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"47 1","pages":"369-384"},"PeriodicalIF":3.9,"publicationDate":"2026-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149123401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Early Career STEM Teacher Burnout: Trends and Explanations 早期职业STEM教师职业倦怠：趋势和解释
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2026-08-31 DOI: 10.1177/00224871261477686
Shannon L. Navy, Ella Yonai
{"title":"Early Career STEM Teacher Burnout: Trends and Explanations","authors":"Shannon L. Navy, Ella Yonai","doi":"10.1177/00224871261477686","DOIUrl":"https://doi.org/10.1177/00224871261477686","url":null,"abstract":"Support is an important buffer against the effects of burnout for early career teachers. Yet, little is known about how burnout trends change over time for teachers in their first 5 years in the profession. This paper focuses on the burnout trends and explanations of early career science, technology, engineering, and mathematics (STEM) teachers over 2 years. The participants were 27 early career STEM teachers in the United States grouped into novice (1–2 years teaching experience) and advanced beginner (>2 years teaching experience) career stages. Data sources included three burnout surveys, a pre-interview, and an end-of-year interview each year of the study. Results revealed differences in trends, depending on the burnout dimension and group. The qualitative data offered explanations for changes in each of the burnout dimensions. The study provides a window into STEM teaching stories that affect teacher burnout, highlighting the nuances of burnout for early career teachers.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"9 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148877299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Transition From Preservice to In-Service Teaching: The Impact of Personal Attributes and Social-Environmental Factors on Well-Being and Perceived Teaching Quality 职前教学向在职教学的转变：个人属性和社会环境因素对幸福感和感知教学质量的影响
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2026-08-16 DOI: 10.1177/00224871261468325
Wening Cahyawulan, Jiafang Lu, Robert M. Klassen, Hui Wang
{"title":"Transition From Preservice to In-Service Teaching: The Impact of Personal Attributes and Social-Environmental Factors on Well-Being and Perceived Teaching Quality","authors":"Wening Cahyawulan, Jiafang Lu, Robert M. Klassen, Hui Wang","doi":"10.1177/00224871261468325","DOIUrl":"https://doi.org/10.1177/00224871261468325","url":null,"abstract":"The transition from preservice to in-service teaching is a critical period for early career teachers, often presenting challenges that affect their occupational success and well-being. Identifying factors that influence key outcomes—such as transition difficulties, perceived teaching quality, well-being, and intention to quit—is essential for providing timely support. This longitudinal study examined how preservice teachers’ cognitive attributes (Grade Point Average, pedagogical knowledge, practicum grades), non-cognitive attributes (personality, teaching motivation), and social-environmental support before graduation relate to their teaching outcomes after entering the profession. The sample comprised 1,711 preservice teachers; 206 reported being teachers 10 months after graduation and completed follow-up surveys. Structural equation modeling revealed that cognitive attributes and social-environmental support were not significantly associated with teaching outcomes. Instead, higher conscientiousness, greater openness, and stronger teaching motivation predicted fewer transition difficulties, greater perceived teaching quality, and better well-being. These findings underscore the importance of cultivating non-cognitive skills during teacher training to better prepare future educators.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"20 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148728814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Motivational Profiles of Teaching Self-Efficacy, Task Value, Perceived Cost, and Transformative Experience in Kuwaiti Preservice Teachers: A Longitudinal Latent Transition Analysis of Intentions to Quit 科威特职前教师教学自我效能感、任务价值、感知成本和变革经验的动机特征：离职意向的纵向潜在转变分析
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2026-08-13 DOI: 10.1177/00224871261476224
Fahad Ameen, Yousef Alardhi
{"title":"Motivational Profiles of Teaching Self-Efficacy, Task Value, Perceived Cost, and Transformative Experience in Kuwaiti Preservice Teachers: A Longitudinal Latent Transition Analysis of Intentions to Quit","authors":"Fahad Ameen, Yousef Alardhi","doi":"10.1177/00224871261476224","DOIUrl":"https://doi.org/10.1177/00224871261476224","url":null,"abstract":"Student withdrawal in higher education is increasingly framed as a process in which intentions to quit may provide an early, context-sensitive risk signal, particularly in teacher education. Guided by situated expectancy–value–cost and self-efficacy perspectives, we followed 380 Kuwaiti female preservice teachers across three waves (920 person-wave observations; Full Information Maximum Likelihood [FIML]) to model longitudinal motivational profiles of teaching self-efficacy, task value, perceived cost, and transformative experience and to test links with intentions to quit teaching. Latent transition analysis supported four profiles: Thriving (41.1%), High-Cost (28.4%), At-Risk (15.8%), and Disengaged (14.7%). Profile stability increased within the later interval of the term, with earlier movement more often towards Thriving. Intentions to quit differed by profile (Wald χ <jats:sup>2</jats:sup> (3) = 35.67, <jats:italic toggle=\"yes\">p</jats:italic> &lt; .001) and were highest in At-Risk ( <jats:italic toggle=\"yes\">M</jats:italic> = 2.94), whereas High-Cost did not differ from Thriving despite the highest perceived cost. Mixed-effects models showed profile effects without wave or interaction effects, indicating stable between-profile risk.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"16 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148717552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“Relationships Are the Key”: How First-Year Teachers Apply the Trauma-Informed Lessons of Their Teacher Training “关系是关键”：第一年的教师如何运用他们教师培训的创伤知识课程
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2026-07-29 DOI: 10.1177/00224871261468321
Annie McClellan, Lynn Burdick, Catherine L. Dornfeld Tissenbaum
{"title":"“Relationships Are the Key”: How First-Year Teachers Apply the Trauma-Informed Lessons of Their Teacher Training","authors":"Annie McClellan, Lynn Burdick, Catherine L. Dornfeld Tissenbaum","doi":"10.1177/00224871261468321","DOIUrl":"https://doi.org/10.1177/00224871261468321","url":null,"abstract":"Equity-centered, trauma-informed education (ECTIE) provides educators with a framework for supporting all students, especially those impacted by trauma. This study examines how first-year teachers implement ECTIE practices after being introduced to ECTIE during preservice teacher training. Employing interpretive description through the lens of sociocultural theory, researchers interviewed eight first-year teachers and conducted three classroom observations. Through thematic analysis, we found participants engaged in multiple ECTIE practices, including connecting with students and building safety. Participants engaged in praxis by integrating ECTIE theory in everyday teaching practices that interconnected and supported one another, which we used to develop an ECTIE teaching model to visualize these connections. However, philosophical mismatches created barriers to implementing ECTIE. The ECTIE teaching model, along with stories from first-year teachers, demonstrates the complexity in building ECTIE praxis and provides a conceptual tool for embedding ECTIE in teacher education.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"45 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148612517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Adaptive Teacher Professional Development: Crafting Coherence by Surfacing Tensions Through Co-Design With Teachers 适应性教师专业发展：通过与教师共同设计来处理紧张关系，从而形成一致性
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2026-07-27 DOI: 10.1177/00224871261465883
Christina Kimmerling, Rossella Santagata, Patricia Fuentes Acevedo, Adriana Villavicencio
{"title":"Adaptive Teacher Professional Development: Crafting Coherence by Surfacing Tensions Through Co-Design With Teachers","authors":"Christina Kimmerling, Rossella Santagata, Patricia Fuentes Acevedo, Adriana Villavicencio","doi":"10.1177/00224871261465883","DOIUrl":"https://doi.org/10.1177/00224871261465883","url":null,"abstract":"Although coherence is widely cited as an important feature of professional development (PD), few initiatives provide teachers with agency to adapt PD to be coherent with their contexts and experiences. Through a research–practice partnership approach, teachers in this study were active contributors in negotiating PD adaptations in response to issues raised during a 2-year mathematics PD effort. Through qualitative analysis of audio transcripts from 29 co-design meetings at two elementary schools, we documented instructional challenges and tensions that surfaced for teachers as they implemented PD learning. Tensions stemmed from the infrastructure surrounding teacher instructional change, the negotiation of opportunities for teacher agency, and the engagement of broader audiences in scaling improvement efforts. We then investigated co-designed PD adaptations to address these issues. Implications for crafting coherent and productive PD initiatives with teachers are discussed.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"16 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148595540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teacher Preparation for Predictable Student Learning Outcomes 教师准备可预测的学生学习成果
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2026-07-23 DOI: 10.1177/00224871261425729
Etta R. Hollins
{"title":"Teacher Preparation for Predictable Student Learning Outcomes","authors":"Etta R. Hollins","doi":"10.1177/00224871261425729","DOIUrl":"https://doi.org/10.1177/00224871261425729","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"40 1","pages":"277-287"},"PeriodicalIF":3.9,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148552790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Beyond Quality Features, Toward Teacher Needs: Unpacking How Professional Development Quality Relates to Teacher Engagement Through Self-Determination Theory 超越品质特征，迈向教师需求：透过自我决定理论解读专业发展品质与教师敬业度的关系
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2026-07-06 DOI: 10.1177/00224871261458811
Kexin Li, Eric Richter, Dirk Richter, Yizhen Huang, Gaowei Chen
{"title":"Beyond Quality Features, Toward Teacher Needs: Unpacking How Professional Development Quality Relates to Teacher Engagement Through Self-Determination Theory","authors":"Kexin Li, Eric Richter, Dirk Richter, Yizhen Huang, Gaowei Chen","doi":"10.1177/00224871261458811","DOIUrl":"https://doi.org/10.1177/00224871261458811","url":null,"abstract":"While the features of high-quality professional development (PD) have been well-explored, some feature-based PD programs yielded inconsistent teacher engagement, prompting investigations into how these features relate to teacher engagement. Drawing on Self-Determination Theory, this study collected data from 985 German in-service teachers to examine basic psychological needs (BPN) as a mediator between perceived PD quality and teacher engagement. Using both variable-centered and person-centered approaches, we (a) tested whether BPN mediates this relationship, (b) identified teachers’ perceived PD quality profiles, and (c) explored whether this mediation varies across profiles. Latent profile analysis identified four profiles: <jats:italic toggle=\"yes\">High-Quality Balanced</jats:italic> , <jats:italic toggle=\"yes\">Moderate-Quality Weak-Collaboration</jats:italic> , <jats:italic toggle=\"yes\">Moderate-Quality Strong-Collaboration</jats:italic> , and <jats:italic toggle=\"yes\">Low-Quality Strong-Collaboration</jats:italic> . Both variable-centered and person-centered mediation analyses revealed that BPN consistently mediated the relationship between PD quality and engagement, with no significant differences in the BPN-engagement pathway across all profiles. These findings suggest a shift from merely including features toward designing them in ways that support teachers’ psychological needs.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"9 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148393973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Large-Scale Study on Teachers’ Knowledge of Common Student Struggles in Mathematics 教师对普通学生数学学习困难认知的大规模研究
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2026-06-29 DOI: 10.1177/00224871261460900
Jingxian Li, John Ezaki, Yasemin Copur-Gencturk
{"title":"A Large-Scale Study on Teachers’ Knowledge of Common Student Struggles in Mathematics","authors":"Jingxian Li, John Ezaki, Yasemin Copur-Gencturk","doi":"10.1177/00224871261460900","DOIUrl":"https://doi.org/10.1177/00224871261460900","url":null,"abstract":"Teachers’ knowledge of common student struggles is widely recognized as a key component of teacher knowledge across subject areas. However, most large-scale research has focused on measuring teachers’ awareness of student struggles, with little attention paid to how teachers interpret their underlying reasons. This study examined 743 mathematics teachers’ knowledge of common student struggles with ratios and proportional relationships, an important content area in the middle school mathematics curriculum. Teachers were asked to identify the most common incorrect student solutions to eight mathematical tasks and to interpret the underlying reasons for these struggles. While many teachers demonstrated awareness of empirically documented common student struggles, they tended to attribute these struggles to procedural issues rather than to conceptual misunderstandings. Hierarchical logistic regression analyses indicated that teachers’ awareness of common student struggles and their own content knowledge were linked to how they interpreted students’ struggles.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"25 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148342099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“Little Wins”: Impactful Coaching Practices to Support New Teachers “小胜利”：支持新教师的有效指导实践
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2026-06-03 DOI: 10.1177/00224871261452565
Anne H. Cash, Jae Hoon Lim, Marah Lambert, Elizabeth Hodge
{"title":"“Little Wins”: Impactful Coaching Practices to Support New Teachers","authors":"Anne H. Cash, Jae Hoon Lim, Marah Lambert, Elizabeth Hodge","doi":"10.1177/00224871261452565","DOIUrl":"https://doi.org/10.1177/00224871261452565","url":null,"abstract":"The North Carolina New Teacher Support Program (NC-NTSP) provided induction support to 11,329 teachers between 2014 and 2024, with documented impacts on teacher retention. Through the lens of situated learning theory, this qualitative study explores NC-NTSP coaching practices post-pandemic, including what coaches envision as impactful practices and contextual factors that shaped their practices and outcomes. Our collaborative thematic analysis of 12 focus group interviews ( <jats:italic toggle=\"yes\">N</jats:italic> = 37) elucidated complexity in participants’ coaching practices posed by intensified needs of, and greater variability among, new teachers. Recognizing new teachers’ psychological and professional fragility, coaches prioritized building relationships with teachers and individualizing support. Coaches perceived their own impact in terms of “little wins” that contributed to enhanced instructional capacity, offering an alternative approach to advancing research on teacher induction.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"22 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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