Abstract
The phenomenon of high attrition and dropout among novice teachers has been widely recognized as an issue that must be addressed. The current study aimed to explore this phenomenon in the field of physical education (PE). A longitudinal study using a mixed-methods approach was conducted. The participants consisted of 119 novice teachers at three points in time: during, at the end of the first year of internship, and two years after internship. Instruments included questionnaires, a semi-structured telephone survey, and in-depth face-to-face interviews. Results indicated that the majority of novice teachers intended to stay in the profession mainly due to idealistic reasons. Emotional and professional support from senior staff and/or management proved to be important to their decision to persist in the profession. Barriers that were found distinctive to PE included poor working conditions such as a lack of facilities or equipment. Additionally, participants reported discouragement from the discovery that PE was perceived as a less important subject in comparison to other school subjects. The vast majority reported that they had not been sufficiently prepared for the realities of the teaching profession.
Highlights
The phenomenon of high attrition, stress, and dropout among novice teachers has been well documented in the last two decades [1,2], and has become a major concern for education systems
In terms of what circumstances opened the door for a teaching position in school, the vast majority (78%) reported that they were offered a position, either full or part time, that had become available at the school
Considering the results of the current study, several actions are recommended to physical education (PE) program developers
Summary
The phenomenon of high attrition, stress, and dropout among novice teachers has been well documented in the last two decades [1,2], and has become a major concern for education systems. According to Ingersoll [3], approximately 50% of all new teachers in the United States leave the profession in the first five years. Among the top reasons reported by teachers for leaving the profession are low salaries, poor administrative support, and problems related to student behavior and discipline [7,8,9]. Of the 29 respondents, 24 (83%) intended to continue in the teaching profession (14 females and 10 males). Participants were teaching between 8 and 26 hours a week (M = 13.86 ± 4.75), with no gender differences.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
