Exploring beginning teachers’ attrition in the Netherlands

Perry J. Den Brok · Theo Wubbels · Jan van Tartwijk

166 citations0/0 files storedTeachers and Teaching

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Teacher Professional Development and Motivation Teacher Education and Leadership Studies School Choice and Performance

Abstract

Based on a review of recent studies and reports, this research investigates attrition among beginning teachers in the Netherlands as well as reasons for teacher attrition, and compares the finding with studies on this topic conducted elsewhere in the world. The findings suggest that attrition among beginning teachers in the Netherlands with a percentage close to 15% is somewhat lower than in countries such as the United Kingdom, United States, and Australia. Yet, causes for attrition are comparable to those reported elsewhere. Interestingly, attrition seemed lower for teachers with a teaching degree, suggesting that teacher education may play a vital role in reducing attrition. In addition, it seems that high-quality coaching and supervision, reducing workload, and organizing a social network for beginning teachers may be important factors in reducing attrition. Finally, there is a need for better registration and monitoring of teacher attrition and for more comprehensive research on this topic.

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References

2007The Job Demands‐Resources model: state of the art 2001Teacher Turnover and Teacher Shortages: An Organizational Analysis 2014Job Demands–Resources Theory 2005Teachers Matter: Attracting, Developing and Retaining Effective Teachers 2008Teacher Attrition and Retention: A Meta-Analytic and Narrative Review of the Research 2005Teachers Matter: Attracting, Developing and Retaining Effective Teachers 2010Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession 2016A Coming Crisis in Teaching? Teacher Supply, Demand, and Shortages in the U.S.

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