Wellbeing nelle professioni educative e formative: uno studio esplorativo sugli insegnanti di seconda carriera

Autori

  • Daniela Frison Università degli Studi di Firenze

DOI:

https://doi.org/10.7346/sird-012024-p60

Parole chiave:

seconda carriera, cambiamento di carriera, accesso laterale, work-life balance, burnout

Abstract

Numerose ricerche a livello nazionale e internazionale indagano le condizioni di servizio e i fattori di stress e burnout nella professione docente. Un’esplorazione della letteratura sulle professioni educative e formative no-teaching, mostra invece come siano ridotti gli studi che, a fronte della crisi vocazionale registrata nel settore educativo, indagano la scarsa attrattività della professione e i fattori a supporto o ostacolanti il wellbeing dei professionisti. Il contributo si concentra su un target che pur rimandando al settore scolastico, si discosta dal profilo dell’insegnante tradizionale: il Second-Career Teacher (SCT). Dopo un inquadramento del disegno di ricerca adottato dal progetto SecWell – Second Career Teachers Wellbeing, il contributo presenta i risultati con riferimento a vantaggi, svantaggi e ostacoli nell’accesso alla professione e nel suo svolgimento come seconda carriera rilevate da SCT in servizio e in formazione.

Riferimenti bibliografici

Animazione Sociale (2023) (a cura di). Documento base dell'Agorà delle educatrici e degli educatori (25-27 maggio) Arginare l'esodo dalla professione educativa. https://www.animazionesociale.it/documenti/schede/documento_base_agora_delle_educatrici_e_degli_educatori.pdf

Babic, S., Mairitsch, A., Mercer, S., Sulis, G., Jin, J., King, J., ... & Shin, S. (2022). Late-career language teachers in Austria and the UK: Pathways to retirement. Teaching and Teacher Education, 113, 103686.

Balduzzi, L., Del Gobbo, G., & Perla, L. (2018). Working in the school as a complex organization. Theoretical per-spectives, models, professionalism for the Secondary School. Form@re, 18(2), 1 – 8. doi: https://doi.org/10.13128/formare-23774

Bar-Tal, S., Chamo, N., Ram, D., Snapir, Z., & Gilat, I. (2020). First steps in a second career: Characteristics of the transition to the teaching profession among novice teachers. European Journal of Teacher Education, 43(5), 660-675.

Betoret, F.D. (2009). Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: A structural equation approach. Educational Psychology, 29, 45-68.

Bond, M., Marín, V., & Bedenlier, S. (2021). International Collaboration in the Field of Educational Research: A Delphi Study. Journal of New Approaches in Educational Research, 10(2), 190-213. doi: http://dx.doi.org/10.7821/naer.2021.7.614

Bryant, D., Yazejian, N., Jang, W., Kuhn, L., Hirschstein, M., Hong, S. L. S., ... & Wilcox, J. (2023). Retention and turnover of teaching staff in a high-quality early childhood network. Early Childhood Research Quarterly, 65, 159-169.

Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253.

Carver-Thomas, D., & Darling-Hammond, L. (2019). The trouble with teacher turnover: How teacher attrition affects students and schools. Education Policy Analysis Archives, 27, 36. https://doi.org/10.14507/epaa.27.3699

Coggi, C. & Ricchiardi, P. (2005). Progettare la ricerca empirica in educazione. Roma: Carocci.

Coin., F. (2021). Le grandi dimissioni, il nuovo rifiuto del lavoro e il tempo di riprenderci la vita. Torino: Einaudi.

Consiglio dell’Unione Europea (2020). Conclusioni del Consiglio sui docenti e i formatori europei del futuro. 2020/C 193/04 https://eur-lex.europa.eu/legal-content/IT/TXT/?uri=CELEX:52020XG0609(02)

Corbucci, M., Salerni, A., & Stanzione, I. (2021). Professioni educative a confronto nella complessità: quali percorsi formativi e lavorativi?. Lifelong Lifewide Learning, 17(38), 258-281.

Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers; stable and unstable identities. British Educational Research Journal, 32, 601-616.

Del Gobbo, G., & Federighi, P. (2021). Professioni dell'educazione e della formazione: orientamenti, criteri e approfondimenti per una tassonomia. Firenze: EditPress.

Del Gobbo, G., & Torlone, F. (2022). I professionisti non-teaching dell'educazione e della formazione. Pedagogia oggi, 20(2), 018-026.

xxx

European Commission/EACEA/Eurydice (2018). Teaching Careers in Europe: Access, Progression and Support. Eurydice Report. Luxembourg: Publications Office of the European Union.

European Commission/EACEA/Eurydice (2021). Teachers in Europe: Careers, Development and Well-being. Eurydice report. Luxembourg: Publications Office of the European Union.

French, N. (1993). Elementary teacher stress and class size. Journal of Research and Development in Education, 26, 66-73.

Federighi, P. (2018). The core contents of pedagogy for the first degree in Education Sciences. Form@ re-Open Journal per la formazione in rete, 18(3), 19-36.

Fuller, C., Goodwyn, A., & Francis-Brophy, E. (2013). Advanced skills teachers: Professional identity and status. Teachers and Teaching, 19(4), 463-474.

Fütterer, T., van Waveren, L., Hübner, N., Fischer, C., & Sälzer, C. (2023). I can't get no (job) satisfaction? Differences in teachers' job satisfaction from a career pathways perspective. Teaching and Teacher Education, 121, 103942.

Hargreaves, L., Cunningham, M., Everton, T., Hansen, A., et al. (2006). The status of teachers and the teaching profession: Views from inside and outside the profession. Research Report RR755. DfES.

Ingersoll, R.M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.

Yao, B. (2021). International Research Collaboration: Challenges and Opportunities. Journal of Diagnostic Medical Sonography, 37(2), 107-108. doi:10.1177/8756479320976130

Kee, A.N. (2012). Feelings of preparedness among alternatively certified teachers. Journal of Teacher Education, 63(1), 23-38. https://doi.org/10.1177/0022487111421933

Krueger, K. (2022, August 23). Who is Quiet Quitting For? The New York Times https://www.nytimes.com/2022/08/23/style/quiet-quitting-tiktok.html

Magnoler, P., Notti, A. M., & Perla, L. (2017). La professionalità degli insegnanti. La ricerca e le pratiche. Pensa MultiMedia Editore.

Merriam, S.B. & Tisdell, E.J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.

Moriarty, V., Edmonds, S., Blatchford, P., & Martin, C. (2001). Teaching young children: perceived satisfaction and stress. Educational Research, 43, 33-46.

Mutluer, Ö., & Yüksel, S. (2019). The social Status of teaching profession: A phenomenological study. Journal of Teacher Education and Educators, 8(2), 183-203.

Organisation for Economic Co-operation and Development, OECD (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Paris: OECD Publications. https://www.oecd.org/education/school/34990905.pdf

Organisation for Economic Co-operation and Development, OECD (2020). Teachers’ Well-being: a framework for data collection and analysis. OECD Education Working Paper No. 213. https://one.oecd.org/document/EDU/WKP(2020)1/En/pdf

Palad, J.P. (2023). Are we addressing quiet quitting in the education sector?. doi: 10.13140/RG.2.2.35399.47529

Parker, C., Scott, S., & Geddes, A. (2019). Snowball sampling. SAGE research methods foundations. doi: http://dx.doi.org/10.4135/

Premoli, S. (2022). Educatori cercasi: la crisi del mercato del lavoro educativo, www.vita.it/it/article/2022/05/02/educatori- cercasi-la-crisi-del-mercato-del-lavoro-educativo/162678/

Redding, C., & Smith, T. M. (2019). Supporting early career alternatively certified teachers: Evidence from the beginning teacher longitudinal survey. Teachers College Record, 121(11), 1-32.

Richter, E., Lucksnat, C., Redding, C., & Richter, D. (2022). Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching. Teaching and Teacher Education, 114, 103704.

Rudow, B. (1999). Stress and burnout in the teaching profession: European studies, issues, and research perspectives. In R. Vandenberghe, & M. Huberman (Eds.), Understanding and preventing teacher burnout (pp. 38-58). Cambridge: Cambridge University Press.

Santiago, P. (2002). Teacher demand and supply: Improving teaching quality and addressing teacher shortages. Parigi: OCSE.

Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2019). Understanding Teacher Shortages: An Analysis of Teacher Supply and Demand in the United States. Education Policy Analysis Archives, 27(35), Special Issue.

Thekkechangarapatt, M. (2023). Quite Quitting in the Education Sector: Enumeration of three Cases. EPRA International Journal of Multidisciplinary Research, 9(5), 83-88.

Tramma, S. (2017). Divenire ed essere educatrici ed educatori nei servizi socioeducativi della contemporaneità. Pedagogia oggi, 15(2), 107-120.

Trinchero, R. (2002). Manuale di Ricerca Educativa. Milano: FrancoAngeli.

Troesch, L. M., & Bauer, C. E. (2017). Second career teachers: Job satisfaction, job stress, and the role of self-efficacy. Teaching and Teacher Education, 67, 389-398.

Troesch, L. M., & Bauer, C. E. (2020). Is teaching less challenging for career switchers? First and second career teachers’ appraisal of professional challenges and their intention to leave teaching. Frontiers in psychology, 10, 3067.

##submission.downloads##

Pubblicato

2024-06-29

Come citare

Frison, D. (2024). Wellbeing nelle professioni educative e formative: uno studio esplorativo sugli insegnanti di seconda carriera. GIORNALE ITALIANO DELLA RICERCA EDUCATIVA, (32), 060–072. https://doi.org/10.7346/sird-012024-p60

Fascicolo

Sezione

Ricerche

Categorie