Change Is the Only Constant: Beginning Teacher Perceptions of Implementing the Common Core State Standards

  • Elizabeth E. Saylor North Carolina State University
  • Shea N. Kerkhoff North Carolina State University
Keywords: beginning teachers, faculty mobility, educational change, common core state standards, elementary education, qualitative research

Abstract

This study explored the relationship between implementing the CCSS and beginning teacher attrition.  This study is important for three related reasons: a) mandated reform has been linked to professional vulnerability (Day et al., 2005), b) vulnerability has been linked to diminished self-efficacy (Lasky, 2005), and c) diminished self-efficacy has been linked to teacher attrition (Skaalvik & Skaalvik, 2007). Semi-structured interviews with 3 elementary beginning teachers were analyzed to uncover key themes. Our participants said the change experienced was overwhelming. Findings may help policy-makers and teacher-leaders understand beginning teachers' experiences implementing reform in order to diminish rampant beginning teacher attrition.

Author Biographies

Elizabeth E. Saylor, North Carolina State University
Doctoral student at North Carolina State University Department of Curriculum & Instruction with a focus in Social Studies Education
Shea N. Kerkhoff, North Carolina State University
Doctoral student at North Carolina State University Department of Curriculum & Instruction with a focus in Literacy
Published
2014-12-22
How to Cite
Saylor, E., & Kerkhoff, S. (2014). Change Is the Only Constant: Beginning Teacher Perceptions of Implementing the Common Core State Standards. Current Issues in Education, 17(3). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1311
Section
Articles