|
UPSI Digital Repository (UDRep)
|
|
| ||||||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| As benchmarking for individual future success, selecting a profession is certainly a vital and critical decision. It is very difficult to anticipate whether one will remain in the same profession during his or her entire career or not. This is due to the fact that the choice to stay in or leave the profession is always influenced by many factors. Having a career as an early childhood educator is indeed an exciting and challenging. Yet, the decision to remain in this field is tremendously a difficult and critical decision to make. This may due to the substantial responsibility that should be carried out by every early childhood educator. Furthermore, the accessibility to quality education in early childhood is limited, especially in developing countries. Previous literatures cite many factors that impact a teacher's decision to remain in his or her career. Hence, this study aims to examine the decision factors of early childhood teachers' career retention, whether to remain in or leave the teaching profession, from two aspects, namely economic and non-economic viewpoints in Malaysian's context. In particular, non-economic factors, namely knowledge, skills and practices are considered to be vital in influencing those career decisions among early childhood teachers in Malaysia. In order to achieve the objective of this study, the logistic model is utilized in identifying the magnitudes values of variables, whether to stay or leave the vocation as early childhood Educator (ECE). The finding exhibits income as a key factor for an early childhood teachers to stay permanently in the profession. Otherwise, they are more likely to switch careers that promise them higher income in the long run. Greater salaries will encourage them to obtain further certification in early childhood education for career advancement and qualifications to continue working in the profession. Lastly, the influence of other variables, such as teacher skills and knowledge also determine their decision to remain in this vocation. It implies that better knowledge and skill will definitely encourage them to stay permanently in this field. ? 2021. RIGEO. All Rights Reserved. |
| References |
Abdallah, J. (2008). Lowering teacher attrition rates through collegiality. Academic Leadership, 7(1) Retrieved from www.scopus.com Boyd, W., & Newman, L. (2019). Primary + early childhood = chalk and cheese? tensions in undertaking an early childhood/primary education degree. Australasian Journal of Early Childhood, 44(1), 19-31. doi:10.1177/1836939119841456 Burke, P. F., Schuck, S., Aubusson, P., Buchanan, J., Louviere, J. J., & Prescott, A. (2013). Why do early career teachers choose to remain in the profession? the use of best-worst scaling to quantify key factors. International Journal of Educational Research, 62, 259-268. doi:10.1016/j.ijer.2013.05.001 Chen, J. -., & Chang, C. (2006). Using computers in early childhood classrooms: Teachers’ attitudes, skills and practices. Journal of Early Childhood Research, 4(2), 169-188. doi:10.1177/1476718X06063535 Church, A., & Bateman, A. (2019). Methodology and professional development: Conversation analytic role-play method (CARM) for early childhood education. Journal of Pragmatics, 143, 242-254. doi:10.1016/j.pragma.2019.01.022 Dyment, J. E., Davis, J. M., Nailon, D., Emery, S., Getenet, S., McCrea, N., & Hill, A. (2014). The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability. Environmental Education Research, 20(5), 660-679. doi:10.1080/13504622.2013.833591 Edwards, K., & Quinter, M. (2012). Factors influencing students career choices among secondary school students in kisumu municipality, kenya. Journal of Emerging Trends in Educational Research and Policy Studies, 2(2), 81-87. Retrieved from www.scopus.com Epstein, J. L., & Dauber, S. L. (1991). School programs and teacher practices of parent involvement in inner-city elementary and middle schools. Elementary School Journal, 91(3), 289-305. Retrieved from www.scopus.com Fenwick, A., & Weir, D. (2010). The impact of disrupted and disjointed early professional development on beginning teachers. Teacher Development, 14(4), 501-517. doi:10.1080/13664530.2010.533491 Flores, M. A. (2006). Being a novice teacher in two different settings: Struggles, continuities, and discontinuities. Teachers College Record, 108(10), 2021-2052. doi:10.1111/j.1467-9620.2006.00773.x Hall-Kenyon, K. M., Bullough, R. V., MacKay, K. L., & Marshall, E. E. (2014). Preschool teacher well-being: A review of the literature. Early Childhood Education Journal, 42(3), 153-162. doi:10.1007/s10643-013-0595-4 Hancock, C. B., & Scherff, L. (2010). Who will stay and who will leave? predicting secondary english teacher attrition risk. Journal of Teacher Education, 61(4), 328-338. doi:10.1177/0022487110372214 Haslip, M. J., & Gullo, D. F. (2018). The changing landscape of early childhood education: Implications for policy and practice. Early Childhood Education Journal, 46(3), 249-264. doi:10.1007/s10643-017-0865-7 Hattie, J. (2005). The paradox of reducing class size and improving learning outcomes. International Journal of Educational Research, 43(6), 387-425. doi:10.1016/j.ijer.2006.07.002 Keengwe, J., & Onchwari, G. (2009). Technology and early childhood education: A technology integration professional development model for practicing teachers. Early Childhood Education Journal, 37(3), 209-218. doi:10.1007/s10643-009-0341-0 Liu, S., & Onwuegbuzie, A. J. (2012). Chinese teachers' work stress and their turnover intention. International Journal of Educational Research, 53, 160-170. doi:10.1016/j.ijer.2012.03.006 Louviere, J. J., & Woodworth, G. (1983). Design and analysis of simulated consumer choice or allocation experiments: An approach based on aggregate data. Journal of Marketing Research, 20(NOVEMBER), 350-367. Retrieved from www.scopus.com Manuel, J. (2003). 'Such are the ambitions of youth': Exploring issues of retention and attrition of early career teachers in new south wales. Asia-Pacific Journal of Teacher Education, 31(2), 139-151. Retrieved from www.scopus.com Marable, M. A., & Raimondi, S. L. (2007). Teachers’ perceptions of what was most (and least) supportive during their first year of teaching. Mentoring and Tutoring: Partnership in Learning, 15(1), 25-37. doi:10.1080/13611260601037355 McCoy, L. P. (2003). It's a hard job: A study of novice teachers' perspectives on why teachers leave the profession. Current Issues in Education, 6 Retrieved from www.scopus.com Osborn, M. (2006). Changing the context of teachers' work and professional development: A european perspective. International Journal of Educational Research, 45(4-5), 242-253. doi:10.1016/j.ijer.2007.02.008 Patterson, N. C., & Luft, J. A. (2002). Informing expectations for induction: Explorations of attrition among supported beginning secondary science teachers in the united states. Teacher Development, 6(2), 205-224. doi:10.1080/13664530200200165 Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? profiling characteristics and motivations across three australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27-56. Retrieved from www.scopus.com Sheridan, S. M., Edwards, C. P., Marvin, C. A., & Knoche, L. L. (2009). Professional development in early childhood programs: Process issues and research needs. Early Education and Development, 20(3), 377-401. doi:10.1080/10409280802582795 Sheth, J. N., Newman, B. I., & Gross, B. L. (1991). Why we buy what we buy: A theory of consumption values. Journal of Business Research, 22(2), 159-170. doi:10.1016/0148-2963(91)90050-8 Stevens, C., Parker, P., & Burroughs, D. (2007). Dealing with Beginning Teachers' Retention: Research Paper, Retrieved from www.scopus.com Street, D. J., & Burgess, L. (2007). The construction of optimal stated choice experiments: Theory and methods. The construction of optimal stated choice experiments: Theory and methods (pp. 1-321) doi:10.1002/9780470148563 Retrieved from www.scopus.com Stremmel, A. J., Benson, M. J., & Powell, D. R. (1993). Communication, satisfaction, and emotional exhaustion among child care center staff: Directors, teachers, and assistant teachers. Early Childhood Research Quarterly, 8(2), 221-233. doi:10.1016/S0885-2006(05)80092-4 Taylor, M. (2018). Understanding stories of professional formation during early childhood education and care practice placements. Irish Educational Studies, 37(2), 227-241. doi:10.1080/03323315.2018.1465838 Vartuli, S., Snider, K., & Holley, M. (2016). Making it real: A practice-based early childhood teacher education program. Early Childhood Education Journal, 44(5), 503-514. doi:10.1007/s10643-015-0733-2 Williams Jr., D. L. (1991). Training teachers and administrators for parent involvement: Implications for public choice schools. International Journal of Educational Research, 15(3-4), 339-352. doi:10.1016/0883-0355(91)90009-H |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |