Search results for: Robertson-Kraft Claire

This study examines whether teacher retention and effectiveness among novice teachers in their first and second year of teaching can be predicted by differences in grit. The findings indicate that grittier teachers were more likely to complete the school year and outperformed their less gritty colleagues. Furthermore, the findings demonstrate that consistent with the applicants in sample 1, applicants in sample 2 whose résumés revealed evidence of passion and perseverance for long-term goals became novice teachers whose students made more academic progress under their guidance. The authors argue that these findings contribute to a better understanding of what leads some novice teachers to outperform others and remain committed to the profession.