Pursuing a “Sense of Success”: New Teachers Explain Their Career Decisions

By Susan Johnson, Sarah E. Birkeland. 2003

1,046 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8a3f44eb414aa929f71b07eb7a3d43ccd0ef9364

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Citations in the corpus

Teacher Mobility: Looking More Closely at "The Movers" Within a State System (2006, background): “In a longitudinal study of new teachers in Massachusetts, Johnson and Birkeland (2003) found that experiences at the school site were central in influencing new teachers’ decisions to stay in their schools and in teaching.”
On Their Own and Presumed Expert: New Teachers’ Experience with Their Colleagues (2007, background): “This warrants careful attention because, as they decide whether to stay at their schools and in teaching, new teachers assign great weight to whether they feel they can succeed with their students (Johnson & Birkeland, 2003).”
The Costs of Being a Child Care Teacher (2006, background): “…wages may be related to the fact that the current ratio of women to men in the teaching profession is two to one (Snyder & Hoffman, 2003), and historically female teachers struggled with issues of salary equity (Blount, 1998; Clifford, 1989; Grumet, 1981; Hoffman, 1981; Johnson & Birkeland, 2003).”
Careers in Motion: A Longitudinal Retention Study of Role Changing among Early-Career Urban Educators (2008, background): “Johnson and Birkeland (2003) , in their qualitative study of teacher retention, found that many teachers move around voluntarily in search of “schools that make good teaching possible” (p. 21).”
Motivational Factors Influencing Teaching as a Career Choice: Development and Validation of the FIT-Choice Scale (2007, background): “In the United States and the United Kingdom, one in five teachers leaves the profession within 3 years of entry (Henke, Chen, & Geis, 2000; Johnson & Birkeland, 2003; Office of Standards in Education [OFSTED], 2001).”
The Impact of Mentoring on Teacher Retention: What the Research Says (2004, background): “(Sizer 1992; Johnson 1990; Johnson and Birkeland 2003).”
Job Satisfaction, Stress and Coping Strategies in the Teaching Profession-What Do Teachers Say?. (2015, background): “Several studies also reveal that teacher self-efficacy is associated with higher levels of job satisfaction (Johnson & Birkeland, 2003; Klassen & Chiu, 2010).”
Teachers’ Education and Outcomes: Mapping the Research Terrain (2012, background): “Some studies that examine teacher career decisions apply organizational workplace theory to school settings in order to understand the factors that influence teachers’ professional trajectory (e.g., Johnson & Birkeland, 2003).”
Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012, background): “…has been considered as one of the most important factors influencing individuals’ choices of activities or goals, as well as how much effort they expend, how long they persevere in the face of difficulties and their resilience to failures (Bandura, 1993; Johnson & Birkeland, 2003; Pajares, 1996).”
Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities (2006, background): “Although there is a lack of reliable empirical evidence from the Australian states and territories, figures from the US and the UK show that one in five teachers will leave the profession within three years of entry (Henke, Chen, & Geis, 2000 ; Johnson & Birkeland, 2003 ; Ofsted, 2001 ).”
Stability in motivation during teacher education (2010, background): “Johnson and Birkeland (2003) describe the new generation of teachers in the USA as having access to occupations offering high payment and status, so it seems that short-term employment is common and that serial careers are the norm.”
Teacher attrition in the USA: the relational elements in a Utah case study (2017, background): “This sense of lack of success can often lead to discouragement and increased rates of attrition as the psychic and intrinsic needs of teachers to see their students achieve are not met (Johnson & Birkeland, 2003; Lortie, 1975).”
Tracking Achievement Gaps and Assessing the Impact of NCLB on the Gaps (2006, background): “Longitudinal research involving fifty teachers in Massachusetts suggests that teachers who feel successful with their students and believe that the school is organized in a way that supports their teaching are more likely to stay at their school and in teaching (Johnson and Birkeland, 2003).”
The Socially Skilled Teacher and the Development of Tacit Knowledge. (2011, background): “, 2003 ; Jennings & Greenberg, 2008 ), for many teachers, the creation of positive relationships with students is perceived to be the most demanding aspect of their work (Johnson & Birkeland, 2003 ).”
Profiles of professional engagement and career development aspirations among USA preservice teachers (2014, background): “There are significant losses of beginning teachers during their first five years in the profession; estimates in the USA range from 25% in the first three years (Henke, Chen, & Geis, 2000; Johnson & Birkeland, 2003), up to 40% (Chang, 2009) or 45% within five years (Ingersoll, 2003).”