The Influence of School Socioeconomic Status on First-Year Teachers' Emotions

Autor/inn/en	Darby, Alexa; Mihans, Richard; Gonzalez, Kirsten; Lyons, Mary; Goldstein, Julie; Anderson, Kelly
Titel	The Influence of School Socioeconomic Status on First-Year Teachers' Emotions
Quelle	In: Research in Education, 85 (2011) 1, S.69-80 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-5237
Schlagwörter	Beginning Teachers; Socioeconomic Status; Interviews; Emotional Response; Teacher Attitudes; Teaching Experience; Poverty; Compensatory Education; High Stakes Tests; Career Change; Teacher Leadership; Parent Teacher Cooperation; Teacher Student Relationship; Teacher Administrator Relationship; Goal Orientation; Educational Attainment; Masters Degrees; Teacher Persistence + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Socio-economic status; Sozioökonomischer Status; Interviewing; Interviewtechnik; Emotionales Verhalten; Lehrerverhalten; Armut; Kompensatorischer Unterricht; Career changes; Berufswechsel; Lehrerfunktionsstelle; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Zielorientierung; Zielvorstellung; Bildungsabschluss; Bildungsgut
Abstract	This study examined first-year teachers' (FYTs) experiences at high poverty and non-high poverty schools, exploring their emotional responses to critical incidents. Twenty-eight FYTs were interviewed. The results highlighted the influence of FYT's interactions with students, coworkers, administrators, and parents on their emotions. FYTs at high poverty schools had a higher frequency of positive interactions with students, whereas FYTs at non-high poverty schools had a higher frequency of positive interactions with parents. FYT at both school types reported an equal number of negative interactions with their administrators and colleagues. Most notably, FYTs at high poverty schools significantly reported negative emotions over high-stakes testing in contrast to their counterparts at non-high poverty schools. FYTs' future goals included pursuing master's degrees, continuing to teach and/or becoming teacher leaders. Eighteen percent said they planned to leave the profession altogether. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10