ABSTRACT

Previous research has pointed at the pivotal role of professional collegial support relationships to keep beginning teachers in the profession. In this study, we build on previous research by using follow-up mixed-method social network data to explore (1) to what extent, in what ways and for which reasons beginning teachers’ work-related network (position) changes throughout a school year, and (2) how the network (position) of beginning teachers influences their job attitudes, as important precursors of teacher retention. Five follow-up case-studies of beginning teachers and their school teams were explored. The network data showed that some teachers had a central and stable position in their team, while others were more peripheral and showed considerable changes in their work-related relations. The interviews with the beginning teachers revealed several reasons for the formation, loss and retention of their work-related ties, such as physical proximity, network intentionality and the presence of a staffroom. Finally, the results indicated that the professional support in these work-related ties can play an important role in beginning teachers’ job attitudes, or can act as a mitigating factor in case of experienced challenges. In this respect, the structural and cultural conditions needed for teachers to professionally connect require our attention.

摘要

先前的研究指出了专业的大学支持关系对于保持该行业的初级教师的关键作用。在本研究中，我们在先前研究的基础上，通过使用后续混合方法社交网络数据来探索（1）在多大程度上、以何种方式以及出于何种原因开始教师的工作相关网络（职位）在整个学校发生变化年，以及 (2) 新任教师的网络（职位）如何影响他们的工作态度，作为教师留任的重要先兆。对初任教师及其学校团队的五个后续案例研究进行了探索。网络数据显示，部分教师在团队中处于核心稳定地位，而另一些教师则较为边缘化，工作关系发生较大变化。对初级教师的采访揭示了他们与工作相关的联系的形成、丧失和保留的几个原因，例如身体接近、网络意向和教职员工室的存在。最后，结果表明，这些与工作相关的关系中的专业支持可以在初任教师的工作态度中发挥重要作用，或者在遇到挑战时可以作为缓解因素。在这方面，教师专业联系所需的结构和文化条件需要我们关注。结果表明，在这些与工作相关的关系中的专业支持可以在开始教师的工作态度中发挥重要作用，或者在遇到挑战时可以作为缓解因素。在这方面，教师专业联系所需的结构和文化条件需要我们关注。结果表明，在这些与工作相关的关系中的专业支持可以在开始教师的工作态度中发挥重要作用，或者在遇到挑战时可以作为缓解因素。在这方面，教师专业联系所需的结构和文化条件需要我们关注。