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Supporting Beginning English Teachers: Research and Implications for Teacher Induction

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Author(s): Thomas M. McCann, Larry R. Johannessen, Bernard P. Ricca

Results of a study of beginning and veteran English teachers to determine why new teachers leave within the first few years of teaching and how to retain new teachers.  Winner of the 2006 Richard A. Meade Award.

Level(s): Secondary, Middle, College

ISBN/ISSN: 9780814102695

Stock No.: 02697


Winner of the Conference on English Education's 2006 Richard A. Meade Award

Why do some early-career English teachers leave the profession while others stay?  Supporting Beginning English Teachers: Research and Implications for Teacher Induction extends earlier research about the concerns of beginning teachers in general and also examines specifically the frustrations of beginning high school English teachers.

Based on their findings from a three-year research study, the authors review the common concerns among beginning English teachers and the underlying factors that make these issues distressful; they also describe new teachers’ means for coping with difficulties, their journey toward competence and confidence, and the measures that universities, schools, and new teachers themselves can take to increase the likelihood that promising new teachers will remain in the profession.

Educators interested in the induction and retention of new high school English teachers can pursue the new questions and methodologies suggested by this study to learn more about the pressures that drive newcomers away from teaching and the factors that can encourage retention.

214 pp. 2005. Grades 6–12. ISBN 10: 0-8141-0269-7; ISBN 13: 978-0-8141-0269-5.

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NCTE - The National Council of Teachers Of English

A Professional Association of Educators in English Studies, Literacy, and Language Arts