Re­tain­ing older teach­ers for sec­ondary ed­u­ca­tion

Iran Daily - - Society -

Not all teach­ers suc­ceed in stay­ing happy with their work un­til the end of their ca­reer. Dis­sat­is­fied older teach­ers will tend to quit be­fore reach­ing re­tire­ment age.

Work over­load, low sta­tus of the pro­fes­sion, dis­rup­tive stu­dent be­hav­ior, and a poor re­la­tion­ship with stu­dents are rea­sons of­ten men­tioned for the de­clin­ing job sat­is­fac­tion of older teach­ers, phys.org wrote.

In the Nether­lands, like in many other Western coun­tries, we face a short­age of teach­ers. In the pub­lic de­bate, much at­ten­tion is paid to be­gin­ning teach­ers. How can we keep them for the pro­fes­sion?

This is im­por­tant. But it is equally im­por­tant to keep older teach­ers for the pro­fes­sion. To this lit­tle at­ten­tion is paid in the pub­lic de­bate, but also in re­search.

The pur­pose of this dis­ser­ta­tion was to gain in­sight into the re­la­tion be­tween the job sat­is­fac­tion of older teach­ers and the qual­ity of their re­la­tion­ship with stu­dents.

Older teach­ers dif­fer in the ex­tent to which they are sat­is­fied with their work and the re­la­tion­ship with their stu­dents.

Un­sat­is­fied older teach­ers name ex­trin­sic fac­tors as causes for their dis­sat­is­fac­tion, such as work over­load and ad­min­is­tra­tive bur­den.

Sat­is­fied older teach­ers of­ten name in­trin­sic fac­tors, such as a good re­la­tion­ship with stu­dents.

Older teach­ers also dif­fer in how they es­ti­mate the re­la­tion­ship with their stu­dents: More pos­i­tively or neg­a­tively than the stu­dents.

In coach­ing older teach­ers, it is im­por­tant to take into con­sid­er­a­tion the role that the re­la­tion­ship with stu­dents has for job sat­is­fac­tion.

Coach­ing should not only be aimed at dis­sat­is­fied older teach­ers; coach­ing of (still) sat­is­fied older teach­ers may be im­por­tant to main­tain their job sat­is­fac­tion.

Older teach­ers of­ten over­es­ti­mate or un­der­es­ti­mate them­selves in their re­la­tion­ship with stu­dents. It is im­por­tant to ad­dress this in coach­ing. In the case of un­der­es­ti­mat­ing, this is in the in­ter­est of the teach­ers them­selves. In the case of over­es­ti­mat­ing it may also be to the ad­van­tage of the stu­dents.

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