Micropolitical Dimensions of Beginning Teachers' Experiences: A Study of Novice Teachers in Two U.S. States

• In Event: 35.081 - Roundtable Session 13
  In Roundtable Session: 35.081-10 - Understanding the Lives of New Teachers

Abstract

Statistics concerning the low rates of teacher retention in countries around the world are well known. Less understood are approaches to effectively reducing teacher burnout and attrition and promoting professional longevity of teachers. The micropolitical dimensions of beginning teachers’ experiences can be important sources of burnout, attrition, and decisions to leave the profession. Understanding how beginning educators effectively resolve conflicts and negotiate the interpersonal dilemmas of teaching can help inform efforts to decrease teacher dropout and improve the quality of classroom instruction. In this study, I examined the micropolitical dimensions of ten elementary teachers’ experiences as novice educators in two U.S. states. Specifically, I investigated their perceptions of the politically contested nature of their circumstances, with implications for teacher preparation.

Author

• Nathan D. Brubaker, Monash University