Insights for Action Research Summary: Early Career Teachers

Over the past decade, TERA has tackled some of Tennessee’s most pressing educational challenges. We’ve examined teacher retention and pipeline development, investigated principal and leadership effectiveness, explored strategic staffing, supported early-career educators, and analyzed the drivers of student learning and well-being. Our research has illuminated pathways to postsecondary readiness and shaped how educational leaders think about their work.

Over the next few months, we’re recapping our research, the insights that have emerged, and how evidence-driven collaboration continues to reshape educational policy and practice in our state. We’re excited to share this milestone, as we reflect on a decade of rigorous research and why this work matters.

• Key Insight #1: Many first-year teachers are entering the profession through non-traditional pathways. These teachers are more likely to be men, non-White, and older than teachers from traditional programs. They are also more likely to teach in upper grades and in schools with more economically disadvantaged students and students of color.
• Key Insight #2:Early-career teachers’ feelings of preparedness are related to specific features of their preparation program, such as student teaching, coaching, and career services. Early-career teachers also associate student discipline with feelings of preparedness.
• Key Insight #3: Early-career teachers benefit from consistent mentoring, improved induction programs, and actionable observation feedback.
• Key Insight #4: Work-life balance is a struggle for early-career teachers that begins before they even set foot in the classroom.
• Key Insight #5: Early-career teachers who plan to exit teaching tend to cite reasons related to school leadership, culture, students, and workload.