Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching
- 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.
| Verfasserangaben: | Eric RichterORCiDGND, Christin LucksnatORCiDGND, Christopher ReddingORCiD, Dirk RichterORCiDGND |
|---|---|
| DOI: | https://doi.org/10.1016/j.tate.2022.103704 |
| ISSN: | 0742-051X |
| Titel des übergeordneten Werks (Englisch): | Teaching and Teacher Education |
| Verlag: | Elsevier |
| Verlagsort: | Oxford |
| Publikationstyp: | Wissenschaftlicher Artikel |
| Sprache: | Englisch |
| Datum der Erstveröffentlichung: | 01.06.2022 |
| Erscheinungsjahr: | 2022 |
| Datum der Freischaltung: | 03.01.2024 |
| Freies Schlagwort / Tag: | Attrition; Job satisfaction; Onboarding; Personality; Second-career teachers; Self-efficacy; Support; Teacher well-being; Turnover |
| Band: | 114 |
| Aufsatznummer: | 103704 |
| Seitenanzahl: | 11 |
| Organisationseinheiten: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft |
| DDC-Klassifikation: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
| Peer Review: | Referiert |
| Publikationsweg: | Open Access / Hybrid Open-Access |
| Lizenz (Deutsch): |  CC-BY - Namensnennung 4.0 International |
