摘要：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.
