Beginning teachers' perceptions of their work, well-being, and intention to leave

Abstract

Both qualitative and quantitative data were collected from 123 graduate teachers six weeks after they first commenced full-time teaching in 2002 in the Australian state of Queensland and again six months later. Standard surveys indicated graduate teachers were experiencing relatively high levels of work pressure and emotional exhaustion, and increasing frequencies of emotional exhaustion and depersonalizing behaviour through the year. Almost a third of respondents indicated a serious intention to leave their current employment after the first 8 months teaching and this intention to leave was significantly correlated with burnout. Qualitative analyses of teacher feedback about issues of major concern to beginning teachers supported the results of the quantitative investigation and depicted increasing concern with a lack of support in an emotionally demanding work environment. Mentoring programs, where implemented, did not ameliorate concern about the absence of support or influence burnout symptoms. Findings were consistent with calls to implement effective programs to support teachers during their first year of employment.