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dc.contributor.advisorJones, Liz
dc.contributor.authorYates, Kelley Anneen_US
dc.date.accessioned2018-01-23T02:49:10Z
dc.date.available2018-01-23T02:49:10Z
dc.date.issued2011en_US
dc.identifier.urihttp://hdl.handle.net/10072/367115
dc.description.abstractThis thesis focused on the transition from university education to the first year of teaching. This may be a difficult transition, with several researchers reporting that 20% to 25% of newly qualified teachers do not teach beyond the first five years (Fimian & Blanton, 1987; Goddard & O'Brien, 2003a; Keeffe, Patton, & Spooner-Lane, 2005; Mackel, 2002; Stevens, Parker, & Burroughs, 2007), and that some teachers may experience symptoms of burnout after just eight months of employment (Fimian & Blanton, 1987; Goddard & O'Brien, 2003a, 2003b, 2006; O'Brien, O'Keeffe, & Goddard, 2008). The aim of this thesis was to examine graduate preparedness for teaching, and identify a set of skills and personal resources that may ameliorate burnout and turnover intentions during the first year of employment. Theories of Person-Environment Fit, along with the adaptation approach to stress, were adopted as conceptual frameworks for the thesis, and possible determinants of Demands-Abilities and Supplies-Values Fit were examined as resources that may enhance graduate preparedness and prevent burnout and turnover intentions. More specifically, graduates‟ perceptions of their own competency (perceived competency), their teaching self-efficacy and the training pathways they had followed to obtain their qualifications were considered as factors that may enhance Demands-Abilities Fit; while the graduates‟ sense of commitment to their careers (career commitment), their expectations regarding the rewards associated with teaching (reward expectations) and their expectations of the difficulties they would face in the workplace (challenge expectations) were considered as factors that may impact on Supplies-Values Fit.en_US
dc.languageEnglishen_US
dc.publisherGriffith Universityen_US
dc.publisher.placeBrisbaneen_US
dc.rights.copyrightThe author owns the copyright in this thesis, unless stated otherwise.en_US
dc.subject.keywordsTransition to worken_US
dc.subject.keywordsTeachers, preparedness for worken_US
dc.subject.keywordsTheories of person-environment fiten_US
dc.subject.keywordsTeachers expectations and competencyen_US
dc.titleGraduate Preparedness for the Transition to Teaching: An Examination of Predictors of Transitional Difficulties during the First Year of Employmenten_US
dc.typeGriffith thesisen_US
gro.facultyGriffith Healthen_US
gro.hasfulltextFull Text
dc.contributor.otheradvisorDavies, Mike
dc.contributor.otheradvisorRamsay, Sheryl
dc.rights.accessRightsPublicen_US
gro.identifier.gurtIDgu1343794182258en_US
gro.source.ADTshelfnoADT0en_US
gro.source.GURTshelfnoGURT1274en_US
gro.thesis.degreelevelThesis (PhD Doctorate)en_US
gro.thesis.degreeprogramDoctor of Philosophy in Organisational Psychology (PhD OrgPsych)en_US
gro.departmentSchool of Psychologyen_US


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