L’abandon de la carrière chez les enseignants, généralement appelé l’attrition des enseignants dans les écrits scientifiques, a été l’objet de nombreuses études. La connaissance en est assez avancée dans certaines régions du monde, mais très peu de recherches ont étudié cette problématique au Québec. Ainsi, l’objectif principal de ce travail de recherche était d’identifier les facteurs de l’attrition des enseignants au Québec. L’objectif spécifique de cette recherche était d’observer comment ces facteurs influencent la perception des individus et amènent certains d’entre eux à prendre la décision de quitter. Dans le cadre de cette étude qualitative, 26 individus (16 femmes et 10 hommes) ayant récemment quitté l’enseignement ont été rencontrés. Dix participants ont exercé la profession enseignante au niveau primaire et 16 au niveau secondaire. Afin de recueillir les données, le chercheur a procédé à des entrevues de groupe semi-dirigées d’une durée de deux heures. Les résultats de cette étude indiquent que les facteurs qui influencent l’attrition des enseignants au Québec sont nombreux et variés. Ils sont surtout relatifs aux conditions d’exercice de la profession et les plus souvent mentionnés sont les difficultés liées à la gestion de classe, la précarité du travail, les difficultés dans les relations avec les collègues, la charge de travail et le peu de soutien offert par la direction. Le contexte social et la faible valorisation de la profession enseignante ont aussi été mentionnés. Par ailleurs, le chercheur a analysé la perception qu’avaient les participants de leur expérience de travail à l’aide de la théorie de l’autodétermination (Deci et Ryan, 2000). Les résultats de cette analyse suggèrent que les participants ne se sentaient pas en mesure de satisfaire leurs besoins psychologiques fondamentaux dans le cadre du travail enseignant. / Teachers’ attrition has been the subject of a large number of research in recent years. Researchers have extended the knowledge of this problem in many countries, however very few of them have studied the particularities of teachers’ attrition in Québec. The aim of this research was to identify the factors that seem to influence teachers’ attrition in Québec. More specifically, the present study aimed to observe how these factors seem to affect teachers’ perceptions of their working experience and lead some of them to quit teaching. This qualitative study examines the teaching experience of 26 individuals (16 females and 10 males) who have recently quit teaching. Ten of them taught elementary school and 16 taught at the high school level. Subjects were invited to partake in a two hour long focus group. The results show that the factors of attrition in Québec are numerous and varied. Most of them are relative to teachers’ working conditions, mostly classroom management difficulties, job insecurity, problematic relationships with colleagues, work overload and lack of support from the school principal. Unsupportive social context and lack of acknowledgement were also mentioned. Subjects’ perceptions toward their teaching experience were also analyzed using self-determination theory (Deci & Ryan, 2000). Results suggest that the subjects’ basic psychological needs where not satisfied through their teaching experience.

Magister Commercii - MCom / The main sources of teacher stress stem from difficulty in maintaining classroom discipline, time pressures, workload demands, excessive change, being evaluated by others, challenging relationships with colleagues and poor working conditions. This study therefore highlights the significant relationship between occupational stressors and the stress experienced by teachers at high risk secondary schools in the Western Cape. Occupational stress is related to job satisfaction, job overload and job control. The coping strategies of teachers at high risk secondary schools are explored. The results indicate that there were no significant relationships between teacher stress and job satisfaction, job overload and job control at high risk secondary schools in the Western Cape. Job satisfaction however, showed an inverse, albeit not significant relationship to teacher stress. Furthermore, male and female teachers respond differently to these occupational stressors. Females were more prone to the experience of stress than males. The recommendations are based on the conclusions drawn from the study. In conclusion, occupational stress is considered a major source of stress for teachers, which needs to be addressed more vigorously at high risk secondary schools in the Western Cape. / South Africa

Teacher attrition has continued to be problem across the United States, especially in urban, high-need districts. The purpose of this qualitative multiple case study was to identify the coping strategies of alternatively certified teachers in urban, high-need schools in order to understand how teachers overcome factors contributing to attrition. Research questions centered on the perceived challenges and stressors of alternatively certified teachers as well as the coping strategies that support their retention. The conceptual framework was based on Bronfenbrenner's theory of ecological development. Criterion sampling was used to identify experienced alternatively prepared teachers who had persisted for at least 4 years within an urban, high-need district. Data consisting of in-depth, semistructured interviews, online journals, and documents were coded inductively, using pattern coding for the purpose of explanation building across cases. Four primary themes related to stressors were identified: student behaviors and motivation, workload, administrator stress, and colleague stress. The 6 main themes related to coping strategies were social activities, professional learning, wellness and exercise, avoidance behaviors, school community support, and recreation and pastimes. The implications are that teachers may use the findings to gain strategies that can empower them to persist in challenging placements, and students may have increased access to experienced teachers. In addition, school administrators and alternative preparation programs may use the findings to provide teachers with proactive strategies for retention before they begin to experience stressors.

Teacher collaboration is being implemented in many schools for a number of reasons with various claimed benefits. Collaboration is being heralded by many as a fix for many of the problems affecting teachers. This study shows that teachers believe that collaboration improves their ability to teach subject content, improves teaching methods, improves teacher's ability to manage students, and provides benefits to teachers in general. The majority of participants in this survey, whether currently participating in collaboration or not, indicated that they agree that collaboration provides these benefits. This study also examines four potential indicators of teacher attrition: administrative support, teacher salaries, excitement and enthusiasm toward teaching, and intent to stay in the teaching profession. The data showed that the effect of participation in collaboration has a slight positive effect on the indicators of potential attrition but not a statistically significant influence. Low teacher salaries remain a major area of frustration for the majority of teachers and should be further examined as a contributor to teacher attrition. Teacher attrition is a problem that must be addressed if a solution to the current and future teacher shortage is to be found. Further studies need to be conducted into this critical issue to determine the causes of this problem and find solutions.

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Studien ämnar undersöka hur lärare beskriver sin arbetssituation och vad som motiverar dem att stanna i professionen. Studien syftar också till att undersöka hur lärarna själva beskriver eventuella problem i sitt arbete och hur de hanterar dessa problem. Detta görs med stöd av en salutogen ansats och följande frågeställningar: - Vad skapar meningsfullhet för lärare?  - Vad skapar hanterbarhet för lärare? - Hur beskriver lärare begriplighet kopplat till läraryrket?  Studien har en kvalitativ ansats och genomfördes med semistrukturerade intervjuer, dessa genomfördes med sex stycken lärare. Datan analyserades därefter med en tematisk textanalys. Det teoretiska ramverket för studien var den salutogena teorin av Aaron Antonovsky. De viktigaste resultaten i studien är att respondenterna uttrycker att elevmötet är centralt för den inre motivationen, denna motivation leder till att respondenterna vill utveckla en förståelse för elevernas och den egna situationen. Förståelsen för eleverna och den egna situationen leder till att respondenterna skapar strategier för att hantera olika scenarion och stress inom skolmiljön. Våra slutsatser är att det är lärarnas motivation, både inre- och yttre motivation, denna motivation styr hur mycket energi de orkar lägga ner på att förstå sig på sin arbetssituation och sina elever. Förståelsen för den egna arbetssituationen och sina elever leder till att lärarna med tiden utvecklar verktyg för att hantera sin vardag som lärare och väljer därför att fortsätta som lärare. / This study is aiming to inquire how teachers describe their work situation and what motivates them to stay in the profession. The study also aims to inquire how the teachers themselves describe possible issues in their everyday work and how they handle those problems This was to be done by answering the following research questions: - What creates meaningfulness for teachers? - What creates manageability for teachers? - How does teachers describe comprehensibility regarding the teacher profession? The study has a qualitative methodological approach, and the data was collected by conducting semi-structured interviews with six different teachers. The data was then analysed by using a thematic text analysis. The theoretical framework for this study was the Salutogenic theory by Aaron Antonovsky.  Our most important findings in the study were that our respondents express that the student meeting is central for their internal-motivation. This motivation leads them to want to develop an understanding for their students and their own work situation. This understanding in turn leads the respondents to develop functional strategies for dealing with different scenarios and stress in the school environment. The conclusions of this study were that it seems as if it is the teacher’s motivation, both internal and external motivation, that dictates how much energy the teacher find it worth putting into understanding their own work situation and their students. This understanding leads to the teachers with time develop tools to handle their everyday life as a teacher and they therefore choose to stay in the profession.

The purpose of this research was to examine rural middle school teacher’s perceptions of stressful factors present in their current position. Data was gathered from 5th, 6th, 7th, and 8th grade teachers in the city and county schools located in O County, Mississippi. Two instruments were used for the study. The first survey instrument identified three stress factors (teacher workload, student discipline, and No Child Left Behind) and their relationship with teachers. The second instrument measured the degree to which the three stress factors were appraised as stressful. The data gathered in this study provided an awareness of factors that can increase understanding of teacher stress levels. The discussion of stress emphasized that what is perceived as stressful for one person may not be perceived as stressful for another. Results revealed that these teachers face some difficulties at their schools and in the classroom dealing with their emotional perspective or from the perspective of the children they teach. Furthermore, results indicated that rural schools offer a less stressful learning environment than urban schools. Just knowing some of the common stress factors can assist school systems and administrators in developing interventions to alleviate stress that may at some point lead to burnout.

The purpose of this qualitative study was to examine the Psychological Capital (PsyCap) of second-career teachers (SCTs) and their perceptions of what affects their PsyCap in the workplace by surveying and interviewing second-career teachers in public school districts in central eastern and northern Virginia. The research questions were: What is the PsyCap of a second-career teacher? What are the factors that second-career teachers perceive to contribute to their PsyCap? Participants were located in rural and suburban school districts in central eastern and northern Virginia. Data collection consisted of demographic surveys, the Psychological Capital Questionnaire survey (PCQ-24), and semi-structured interviews. Eighteen second-career teachers were purposefully selected from 34 who completed the demographic survey data and PsyCap-24 to participate in semi-structured interviews using the interview questions protocol. Common themes from the interviews were determined using deductive and inductive coding. Major findings were that second-career teachers exhibited a high average workplace positive PsyCapof 4.8; mentorship and strong peer support significantly influence second-career teachers' positive PsyCap; and a teacher's relationships with colleagues and their team's impact second-career teachers' positive PsyCap. Additional findings also showed that positive relationships with administration and prior-life experiences in other fields contributed to an increase in positive PsyCap. Whereas extra duties assigned to second-career teachers negatively impact their overall PsyCap. These results underscored the significance of nurturing positive PsyCap among second-career teachers, adding to the broader research on educators' PsyCap and its impact on teacher retention and job satisfaction in education. / Doctor of Education / The purpose of this qualitative study was to investigate the psychological capital (PsyCap) of current teachers who held a career prior to teaching (second-career teachers) and what affects second-career teachers' PsyCap scores at the school level. The research questions were: What is the PsyCap of a second-career teacher? What are the factors that second-career teachers perceive to contribute to their PsyCap? SCTs who participated were located in rural and suburban school districts in central eastern and northern Virginia. Data collection methods involved demographic surveys, the Psychological Capital Questionnaire survey (PCQ-24), and semi-structured interviews. From a pool of 34 participants who completed the surveys, 18 second-career teachers were purposefully selected for one-on-one interviews. Analysis of the interviews highlighted several key themes, including the high average positive PsyCap score of 4.8 among second-career teachers, the significant influence of mentorship and peer support on their PsyCap, and the impact of relationships with colleagues and teams. Additionally, positive relationships with administration and prior experiences in other professional fields were found to add to positive PsyCap, while extra duties assigned to second-career teachers had a negative effect on their PsyCap. These findings emphasize the importance of fostering positive PsyCap among second-career teachers and contribute to understanding its importance for teacher retention and job satisfaction in education.

It was the goal of this study to determine the relationship between student achievement and other selected variable such as principal years of experience, student socioeconomic status, teachers’ perceptions of administrative support, students’ perceptions of teacher support, and teacher attendance to teacher engagement. The study also determined if the variables along with teacher engagement were predictors of attrition. Pearson correlations were used to analyze the data that had the greatest significant relationship to teacher engagement. Regression tests were used to determine if the variables were predictors of attrition. The researcher concluded that student achievement, teachers’ perceptions of principal support, and students’ perceptions of teachers had the most significant relationship to teacher engagement; student socioeconomic status had a negative relationship with teacher engagement. The researcher found that the selected variables were not significant predictors of teacher attrition. Recommendations were suggested for central office leaders, building level leaders, teachers, and future researchers.