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dc.contributor.authorKeogh, Jayneen_US
dc.contributor.authorGarvis, Susieen_US
dc.contributor.authorPendergast, Donnaen_US
dc.date.accessioned2017-04-24T09:06:32Z
dc.date.available2017-04-24T09:06:32Z
dc.date.issued2010en_US
dc.date.modified2010-09-27T06:54:40Z
dc.identifier.issn14476436en_US
dc.identifier.urihttp://hdl.handle.net/10072/34078
dc.description.abstractThe high attrition rates of novice teachers during the beginning phase of their career is a concern throughout the western world. There is, therefore, a need to investigate factors that contribute to novice teachers leaving the profession within the first five years. To date, extensive research has concentrated on the process of teacher induction, focusing mainly on the importance of effective mentorship and professional development programs for novice teachers. Few studies have examined the resilience of novice teachers during their early years, including those working in the middle years. This paper offers suggestions on how to fill this void. It investigates the notion of the need to develop resilience to increase the effectiveness, job-satisfaction and retention rate of newly qualified teaching graduates. The paper argues that novice teachers can be taught, and that a working knowledge of how to use effective resilience skills may well be used productively in order to work towards counteracting the high rates of attrition from the teaching profession. This is particularly important for teachers in the middle years, where stressors associated with working in these challenging years are argued to be greater than in later years of teachingen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralian Curriculum Studies Association Incen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.acsa.edu.au/pages/page511.aspen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom17en_US
dc.relation.ispartofpageto26en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalThe Primary and Middle Years Educatoren_US
dc.relation.ispartofvolume8en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titlePlugging the leaky bucket: The need to develop resilience in novice middle years teachersen_US
dc.typeJournal articleen_US
dc.type.descriptionC2 - Non HERDC Eligibleen_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2010 Australian Curriculum Studies Association. Self-archiving of the author-manuscript version is not yet supported by this publisher. Please refer to the journal link for access to the definitive, published version or contact the author[s] for more information.en_AU
gro.date.issued2010
gro.hasfulltextNo Full Text


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