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Babic, S., Mairitsch, A., Mercer, S., Sulis, G., Jin, J., King, J., Lanvers, U., & Shin, S. (2022). Late-career language teachers in Austria and the UK: Pathways to retirement. Teaching and Teacher Education, 113, 1–10.
Abstract
This article seeks to explore personal and socio-contextual factors that supported or hindered the wellbeing of 13 late-career language teachers from Austria and the UK. Data were generated through in-depth life-history interviews, and analysed following a Grounded Theory approach (Charmaz, 2006). Findings revealed the interplay of various personal and socio-contextual factors that influenced teachers’ wellbeing and willingness to stay in the profession. Findings also showed four different pathways to retirement: Perceived stress and wanting to leave the profession; loved being a teacher but mentally preparing for retirement; busy with work, not thinking about retirement; and, thriving and not planning retirement.
Sulis, G., Babic, S., Mairitsch, A., Mercer, S., Jin, J., King, J. (2022). Retention and attrition in early-career foreign language teachers in Austria and the United Kingdom. The Modern Language Journal, 106(1), 155–171.
Abstract
The issue of early-career teacher attrition is a pressing concern across a variety of educational settings. Research in predominantly anglophone contexts has shown that rates of foreign language teachers leaving the profession are particularly high. Noting the important role that well-being plays in fostering teacher retention, this study examines factors affecting the well-being of early-career foreign language teachers in the United Kingdom and Austria, and the subsequent possible consequences for their decision to leave or remain in the profession, drawing a comparison across the 2 settings. In-depth, semistructured interviews were conducted with 14 early-career foreign language teachers at secondary schools in Austria (n = 6) and the United Kingdom (n = 8). Inductive data analysis revealed an interplay among intrapersonal, societal, and contextual factors in relation to well-being, which might contribute to shaping participants’ decision to remain or leave the profession across the 2 settings. These factors include perfectionism, self-efficacy, work–life spillover, self-regulation, relationships within the school, and foreign language teacher status. Our findings suggest the need for systematic approaches toward improving teacher well-being, not only for surviving in the profession but also for flourishing and thriving in the long term.
