Early career teachers thriving in the everyday challenges of teaching: understanding the relationship between professional competence and teacher buoyancy,Journal of Professional Capital and Community

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Early career teachers thriving in the everyday challenges of teaching: understanding the relationship between professional competence and teacher buoyancy
Journal of Professional Capital and Community ( IF 3.921 ) Pub Date : 2023-01-11 , DOI: 10.1108/jpcc-05-2022-0029
Sylvia Yee Fan Tang , Eric Siu Chung Lo , Fang-Yin Yeh , May May Hung Cheng

Purpose

This study examined the relationship between early career teachers' (ECTs') perceived professional competence (PC) and teacher buoyancy (TB) and the contribution of such dynamic interaction between ECTs' perceived PC and TB to their thriving in the face of everyday teaching challenges.

Design/methodology/approach

The study adopted a concurrent mixed-methods research design. A total of 218 ECTs taking a postgraduate, part-time initial teacher education programme completed two quantitative measures: Professional Competence Questionnaire and Teacher Buoyancy Scale – Extended Version. Structural Equation Modelling (SEM) analysis was conducted to examine the relationship between PC and TB. Qualitative data via semi-structured interviews were collected from 14 survey respondents and were interpreted through a case study approach.

Findings

The quantitative findings showed: (1) Competence in classroom teaching predicts the personal and contextual dimensions of teacher buoyancy; and (2) Competence to work in schools predicts the personal dimension of teacher buoyancy. The qualitative findings showed two cases that exemplified how the dynamic interaction between ECTs' perceived PC and the personal and contextual dimensions of TB supported their development of teaching expertise.

Originality/value

The paper provides empirical findings on the relationship between PC and TB. It highlights ECTs' perceived Competence to work in schools as goal alignment and engagement with school policy as a crucial facilitating condition that develops ECTs' capacity to face daily challenges and engenders their thriving in terms of development of teaching expertise.

中文翻译：

早期职业教师在日常教学挑战中茁壮成长：了解专业能力与教师活跃度之间的关系

目的

本研究调查了早期职业教师 (ECT) 感知的专业能力 (PC) 与教师浮力 (TB) 之间的关系，以及 ECT 感知的 PC 和 TB 之间的这种动态相互作用对他们在面对日常教学挑战时的蓬勃发展的贡献.

设计/方法/途径

该研究采用了并行混合方法研究设计。共有 218 名参加研究生、兼职初始教师教育课程的 ECT 完成了两项定量测量：专业能力问卷和教师浮力量表 - 扩展版。进行结构方程模型 (SEM) 分析以检查 PC 和 TB 之间的关系。通过半结构化访谈从 14 名调查受访者那里收集定性数据，并通过案例研究方法进行解释。