Welcome to the InfoSci Platform
The Driving Forces Behind Teacher Attrition and Its Multifaceted Face in Language Teaching: A Scoping Review of the Articles From 2000 to 2020

The Driving Forces Behind Teacher Attrition and Its Multifaceted Face in Language Teaching: A Scoping Review of the Articles From 2000 to 2020

Zülal Ayar
Copyright: © 2023 |Pages: 19
ISBN13: 9781668472750|ISBN10: 1668472759|ISBN13 Softcover: 9781668472798|EISBN13: 9781668472767
DOI: 10.4018/978-1-6684-7275-0.ch017
Cite Chapter Cite Chapter

MLA

Ayar, Zülal. "The Driving Forces Behind Teacher Attrition and Its Multifaceted Face in Language Teaching: A Scoping Review of the Articles From 2000 to 2020." Handbook of Research on Language Teacher Identity, edited by Sviatlana Karpava, IGI Global, 2023, pp. 310-328. https://doi.org/10.4018/978-1-6684-7275-0.ch017

APA

Ayar, Z. (2023). The Driving Forces Behind Teacher Attrition and Its Multifaceted Face in Language Teaching: A Scoping Review of the Articles From 2000 to 2020. In S. Karpava (Ed.), Handbook of Research on Language Teacher Identity (pp. 310-328). IGI Global. https://doi.org/10.4018/978-1-6684-7275-0.ch017

Chicago

Ayar, Zülal. "The Driving Forces Behind Teacher Attrition and Its Multifaceted Face in Language Teaching: A Scoping Review of the Articles From 2000 to 2020." In Handbook of Research on Language Teacher Identity, edited by Sviatlana Karpava, 310-328. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-7275-0.ch017

Export Reference

Mendeley
Favorite

Abstract

This review aims at exploring the factors behind teacher attrition at different education levels over the last twenty years in foreign and second language teaching contexts. To do so, the researcher has consulted academic search engines and identified fifteen studies with a focus on novice or seasoned English and other language teachers across the world. Having analysed their foci and methodology and created key themes through descriptive content analysis; the researcher identified social, personal, and institutional factors. Findings indicate that poor teacher identity development and lack of potential opportunities both for teaching career and professional communities, and low self-efficacy besides the problem of classroom management have been the primary reasons for attrition. Furthermore, workforce, teacher burnout, school policy, the perception of 'teaching' as a low-paid job, diversity in expectations, high-stakes assessments, as well as the gap between pre-service and in-service education have further contributed to this trouble.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.