Abstract

Using a discrete choice experimental approach and associated Scale-Adjusted Latent Class Model (SALCM), we quantify the relative value early career teachers (ECTs) place on various types of support in the form of affirmation, resources, collegial opportunities, mentoring, and professional development. ECTs with intentions to depart the profession, place greater relative value on the sharing of resources, cooperative teaching and planning, offsite discussions about classroom management and programming with mentors, and having a greater professional voice. In contrast, those with intentions to remain, place greater value on observation from and conversations about teaching with more experienced teachers at their school.

Citation

Burke, P.F., Aubusson, P.J., Schuck, S.R., Buchanan, J.D. & Prescott, A.E. (2015). How do early career teachers value different types of support? A scale-adjusted latent class choice model. Teaching and Teacher Education: An International Journal of Research and Studies, 47(1), 241-253. Elsevier Ltd. Retrieved December 2, 2023 from https://www.learntechlib.org/p/202291/.

Keywords

• Beginning Teachers
• Discrete choice experiment
• Mentors
• Teacher induction
• teacher retention
• Work Environment