@article{RichterLucksnatReddingetal.2022,
  author    = {Richter, Eric and Lucksnat, Christin and Redding, Christopher and Richter, Dirk},
  title     = {Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching},
  series = {Teaching and Teacher Education},
  volume    = {114},
  journal   = {Teaching and Teacher Education},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2022.103704},
  pages     = {11},
  year      = {2022},
  abstract  = {In this study, we investigated retention intention and job satisfaction of 238 first-year alternatively certified (AC) teachers. Drawing on Organizational Socialization Theory, we tested the hypothesis that AC teacher extraversion and perceived school support are positively related to the two variables and mediated by self-efficacy. To test our hypothesis, we applied structural equation modeling. Our results demonstrate that extraversion and perceived social support are positively related to retention intentions and job satisfaction. In addition, self-efficacy serves as a mediator. The findings could help school administrators to better understand how to support and retain AC teachers and thus address teacher shortages.},
  language  = {en}
}
@article{MahIfenthaler2017,
  author    = {Mah, Dana-Kristin and Ifenthaler, Dirk},
  title     = {Academic staff perspectives on first-year students' academic competencies},
  series = {Journal of applied research in higher education : JARHE},
  volume    = {9},
  journal   = {Journal of applied research in higher education : JARHE},
  number    = {4},
  publisher = {Emerald Group Publishing Limited},
  address   = {Bingley},
  issn      = {2050-7003},
  doi       = {10.1108/JARHE-03-2017-0023},
  pages     = {630 -- 640},
  year      = {2017},
  abstract  = {Purpose: The purpose of this paper is to examine the expectations, perceptions and role understanding of academic staff using a model of academic competencies (i.e. time management, learning skills, technology proficiency, self-monitoring and research skills). Design/methodology/approach: Semi-structured interviews were conducted with ten members of academic staff at a German university. Participants' responses to the open-ended questions were coded inductively, while responses concerning the proposed model of academic competencies were coded deductively using a priori categories. Findings: Participating academic staff expected first-year students to be most competent in time management and in learning skills; they perceived students' technology proficiency to be rather high but their research skills as low. Interviews indicated a mismatch between academic staff expectations and perceptions. Practical implications: These findings may enable universities to provide support services for first-year students to help them to adjust to the demands of higher education. They may also serve as a platform to discuss how academic staff can support students to develop the required academic competencies, as well as a broader conversation about higher education pedagogy and competency assessment. Originality/value: Little research has investigated the perspectives of academic staff concerning the academic competencies they expect of first-year students. Understanding their perspectives is crucial for improving the quality of institutions; their input into the design of effective support services is essential, as is a constructive dialogue to identify strategies to enhance student retention.},
  language  = {en}
}