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Authordc.contributor.authorAvalos Davidson, Beatrice 
Authordc.contributor.authorValenzuela Barros, Juan Pablo 
Cita de ítemdc.identifier.citationInternational Journal of Educational Development 49 (2016) 279–290es_ES
Abstractdc.description.abstractThis article centres on teacher retention and its importance for achieving quality education for all. It analyses the state of early career teaching attrition and turnover in Chile over a ten-year period, and goes on more closely to the study of new teacher trajectories over their first two years of teaching. In line with literature on issues of retention/attrition it considers the impact of school conditions and changes in professional satisfaction and self-efficacy perceptions in the early years of teaching. Data sources include econometric analysis of existing databases as well as surveys, interviews and narratives. Quantitative results indicate high attrition rates of early career teachers in Chile, and teacher narratives show "critical" as well as "protective" conditions that foreshadow decisions to leave or the stay in the profession. (C) 2016 Elsevier Ltd. All rights reservedes_ES
Patrocinadordc.description.sponsorshipBasal Funds for Centers of Excellence FB 0003 FONDECYT1120740 1150596es_ES
Type of licensedc.rightsAttribution-NonCommercial-NoDerivs 3.0 Chile*
Link to Licensedc.rights.uri*
Sourcedc.sourceInternational Journal of Educational Developmentes_ES
Títulodc.titleEducation for all and attrition/retention of new teachers: A trajectory study in Chilees_ES
Document typedc.typeArtículo de revistaes_ES
Indexationuchile.indexArtículo de publicación ISIes_ES

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Attribution-NonCommercial-NoDerivs 3.0 Chile
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Chile