Transitioning into the teaching profession as a second career. A qualitative study examining the role of previous experience for making this change
(2023) EAWOP — Location: Katowice, Poland (24.May.2023)
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- Abstract
- We built our theoretical framework using the Job Demand-Resource model (Bakker et al., 2007). This model is well-known for enabling to take different perspectives of analysis. In our case, this framework is relevant as it gave us insights into how personal resources can help to overcome the demands of the job (i.e., the difficulties pertaining to the induction process) and how personal resources in their own right positively impact engagement, growth and competence development (Van der Heijden et al., 2014; Xanthopoulou et al., 2007). Also, this model sheds light on how organizational resources can foster or restrain the personal resources of workers. Method This study built on a qualitative case study design (Yin, 2001). We interviewed nine SCTs in the early phase of their professional transition (< 5 years of seniority in the teaching profession). Our interview guidelines included questions regarding their experience of the transition process, how they live their induction in the teaching profession, what resources help them to overcome the difficulties, how they can participate actively in the development of their schools, if they feel valued for the resources they bring to the school etc. We first assigned codes to the quotes of the participants. Second, we regrouped these codes into categories. Third, we aggregated these categories within relevant themes. Results SCTs professional background serves as an important resource for making their first step into the teaching profession. They built their credibility in their classrooms using concrete examples from their previous professional practice. They prepare their lesson with the learning objectives in mind and with the aim of preparing the students to implement what is learned in real work situations. Our participants also reported knowing how to make use of the resources available in the workplace, as they learned to do so in their previous professional life. SCTs proactively built their social capital by interacting with colleagues. Finally, as they already experienced one (or several) induction process in their career path, they have constructed a psychological capital making them resilient in times of change. SCTs perceive their own experience as an added value to the school. The participants are convinced that they actually can contribute to the school at an organizational level. Their colleagues and the leadership team however, do not seem to perceive their value added. Although SCTs are willing to participate in school development initiatives, they are often refrained by the school leader or are not taken seriously by their colleagues.
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Deronchère, A., Coppe, T., & Raemdonck, I. (2023). Transitioning into the teaching profession as a second career. A qualitative study examining the role of previous experience for making this change. EAWOP, Katowice, Poland. https://hdl.handle.net/2078.5/24713