教师在决定离开他们的学校之前经历了哪些途径？探讨韩国教师对外来留学生教学挑战的归因

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-01-22 DOI:10.1016/j.tate.2025.104935

Jonghun Kim , Hyunhee Cho

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引用次数: 0

摘要

本研究探讨了韩国教师离开学校的原因，重点关注他们在教学移民学生时所面临的挑战的归因推理。通过访谈、观察和文献分析，研究结果显示，教师在保持自我效能感的同时，倾向于将自己的失败归咎于缺乏努力而不是能力。然而，在经历过倦怠之后，他们的努力认同归因转向外部因素（即缺乏系统支持），这破坏了他们的专业承诺，导致他们决定离开学校。讨论强调了教师归因推理与教师流失/保留问题的动态关系。

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Which pathways do teachers experience before deciding to leave their schools? Exploring Korean teachers’ Attribution to challenges faced while teaching migrant students

This study explores why Korean teachers leave schools, focusing on their attributional reasoning regarding the challenges they face in teaching migrant students. Drawing on interviews, observations, and document analysis, the findings reveal that teachers tend to attribute their failures to their lack of effort rather than their ability, while maintaining their self-efficacy. However, after experiencing burnout, their effort-endorsed attribution shifts to external factors (i.e., the lack of systemic support), which undermines their professional commitment and leads to their decision to leave the school. The discussion highlights the dynamics of teachers' attributional reasoning in relation to teacher attrition/retention issues.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.