Preventing Teachers' Dropout Through Improving Atmosphere In Schools For Youth At Risk

Abstract

Teachers’ dropout transpires at high rates in many worldwide education systems. Numerous studies have explored this occurrence at schools in general and have not focused on dropout of teachers for at-risk youth. This paper discusses the relation between school atmosphere and dropout of teachers in schools for at-risk youth. Findings illustrate that the school atmosphere has a considerable weight in the decisions made by teachers in schools for at-risk youth whether to continue teaching. This paper explores this research question by a qualitative research of teachers and principals of at-risk youth. The study is based on interviews conducted with teachers and principals in schools for at-risk youth, according to the following distribution: five persevering teachers, five principals and four dropout teachers from school for at-risk youth. The findings obtained from the interviews comply with the research questions, illustrating that the school atmosphere is essential in the context of dropout of teachers in schools for at-risk youth. The interviewees refer to three main features associated with the school atmosphere: sense of belonging, perception of school as a “home” and a “family” and collaboration. The school atmosphere is greatly important in the integration of teachers in schools for at-risk youth. Moreover, it is vital for the success of at-risk students. This is due to the fact that the way teachers feel at school affects the teaching level in class. Hence, it affects the general functioning of the school which, in its turn, has an impact on teachers’ working conditions.