Exploring the influence of multi-field classroom observations on early career teachers' professional practice
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Retaining teachers, particularly those who are in the early stage of their careers, has emerged as a significant problem within the teaching profession (Ingersoll, 2002; Kyriacou & Kunc, 2007). Some figures indicate that between forty and fifty percent of early career teachers leave the profession within the first five years (Cooper & Alvarado, 2006; Zhang & Zeller, 2016). The results of high teacher turnover can be profound, affecting student learning and school management in the form of disruption and non-continuity of teaching (Hong, 2012), as well as having a negative impact on teacher morale and effectiveness. As Ingersoll (2001) points out, there are also wider political ramifications as there is a relationship between low achieving schools and high teacher turnover. Additionally, the financial cost of high teacher turnover has been shown to be significant (Stockard & Lehman, 2004).
Teaching and Teacher Education
Teacher Education and Professional Development of Educators