Sustaining the Hope to Teach: Early Career Teachers, the Hope Centred Career Inventory Model, and Continuing Career Development

• In Event: 64.052 - International Perspectives on Teacher Recruitment, Induction, Mentoring, and Retention for and From Diverse Contexts

Abstract

Teachers’ capability and excellence are the most important factors that contribute to student success and educational improvement (Cochran-Smith, 2006; Darling-Hammond, 2006). However, many new teachers abandon teaching early on in their careers (Colb, 2001; Boreen, Johnson, Niday, & Potts, 2009). Extensive investigations have explained why so many teachers abandon teaching, however, increased understanding on what supports and sustains teachers into longer term careers rather than strategies aimed at stopping them from leaving the profession should be sought. Recognizing that hope has a bearing on outlook, actions, and resilience within career development environments (Amundson et al., 2016), we pursued evidence that might help explain how ECTs remained hopeful about their future teaching careers in spite of adverse teaching environments and contexts.

Authors

• Lorraine Godden, Queen's University - Kingston

• Rebecca Stroud Stasel, Queen's University

• Benjamin Kutsyuruba, Queen's University

• Keith Douglas Walker, University of Saskatchewan