Retention and Attrition in Early‐Career Foreign Language Teachers in Austria and the United Kingdom
Bibliographic Data
The issue of early‐career teacher attrition is a pressing concern across a variety of educational settings. Research in predominantly anglophone contexts has shown that rates of foreign language teachers leaving the profession are particularly high. Noting the important role that well‐being plays in fostering teacher retention, this study examines factors affecting the well‐being of early‐career foreign language teachers in the United Kingdom and Austria, and the subsequent possible consequences for their decision to leave or remain in the profession, drawing a comparison across the 2 settings. In‐depth, semistructured interviews were conducted with 14 early‐career foreign language teachers at secondary schools in Austria ( n = 6) and the United Kingdom ( n = 8). Inductive data analysis revealed an interplay among intrapersonal, societal, and contextual factors in relation to well‐being, which might contribute to shaping participants’ decision to remain or leave the profession across the 2 settings. These factors include perfectionism, self‐efficacy, work–life spillover, self‐regulation, relationships within the school, and foreign language teacher status. Our findings suggest the need for systematic approaches toward improving teacher well‐being, not only for surviving in the profession but also for flourishing and thriving in the long term
Attrition · Flourishing · Foreign language · Interpersonal communication · Intrapersonal communication · Medical education · Pedagogy · Thriving · Education Practices and Challenges · Medicine · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology · Teacher Professional Development and Motivation
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| Unique citing works | 19 |
|---|---|
| Citations per year | 9,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |