New Teachers' Empowerment and Silence During the COVID-19 Pandemic

• In Event: Fairmont Roundtable Session Thirteen
  In Roundtable Session: Teachers' Empowerment and Adaptations for Surviving COVID (Table 8)

Abstract

Guided by the Two-Factor Motivation-Hygiene Theory and the Systems Theory Framework of Career Development, we conducted qualitative analysis to explore factors from multiple ecological systems which contribute to new teachers’ empowerment and resilience among 24 first-year teachers. Five main factors (autonomy, sense of accomplishment, support, appreciation or sense of being valued, and collective or shared core values) were identified to contribute to new teachers’ empowerment, and four main factors (lack of confidence and self-efficacy, dismissal due to lack of experience, lack of room, space, opportunity or context, and unwritten school norms) were identified as contributing to new teachers’ silencing. The study’s theoretical and practical implications for new teacher retention and promoting a sustainable teacher workforce were discussed.

Authors

• Chunyan Yang, University of California - Berkeley
  Presenting Author

• Ella Rho, University of California - Berkeley
  Presenting Author

• Xueqin Lin, University of California - Berkeley
  Non-Presenting Author

• Meg Stomski, University of California - Berkeley
  Non-Presenting Author