Krijnen, Marleen (2022) The support of beginning teachers as a contribution to their professional commitment. Master thesis, Educational Sciences.
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Abstract
A worrying number of beginning teachers leaves the profession within the first five years after graduation, resulting in a teacher shortage. One of the factors that is important for the well-being of beginning teachers and may contribute to their choice to stay in profession, is support. However, the support of beginning teachers in the Netherlands varies and seems not to be that optimal yet. Because of the teacher drop-out and undefined support, this study provides further insights into these topics from the perspective of beginning teachers. Based on both the General Model of Workplace Commitment and the Self-Determination Theory, information was gathered through semi-structured interviews about the experiences of beginning teachers when it comes to support they receive as a contribution to their professional commitment. Ten beginning teachers from both primary, secondary, and special education participated in the study. After a qualitative content analysis of the data, results show that the beginning teachers in this study have an overall high degree of professional commitment. In addition, the beginning teachers receive both organized and informal support. Furthermore, they are generally well supported in terms of competence, autonomy, and relatedness. In the end, the beginning teachers generally indicated that the support they receive is important for their professional commitment.
| Item Type: | Thesis (Master) |
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| Supervisor name: | Kupers, W.E. |
| Degree programme: | Educational Sciences |
| Differentiation route: | Onderwijskunde [Master Educational Sciences] |
| Date Deposited: | 04 Jul 2022 12:04 |
| Last Modified: | 04 Jul 2022 12:04 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/709 |
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