Abstract
Every year school districts must fill tens of thousands of teacher vacancies in mathematics and science. Reasons for the high rate of attrition are described in general terms, such as lack of administrative support and dissatisfaction. Analysis of direct quotes from qualitative research, however, suggests the presence of cognitive errors within the decision-making process of those teachers who quit. Cognitive errors include all or nothing thinking and fortune telling, among others. Results of this study are interpreted in comparison to the attrition literature. Suggestions for future research, such as Cognitive Behavioral Therapy training for preservice teachers, are presented.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: International Journal of Education in Mathematics, Science and Technology
Disclaimer: 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.