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.
| Author details: | Eric RichterORCiDGND, Christin LucksnatORCiDGND, Christopher ReddingORCiD, Dirk RichterORCiDGND |
|---|---|
| DOI: | https://doi.org/10.1016/j.tate.2022.103704 |
| ISSN: | 0742-051X |
| Title of parent work (English): | Teaching and Teacher Education |
| Publisher: | Elsevier |
| Place of publishing: | Oxford |
| Publication type: | Article |
| Language: | English |
| Date of first publication: | 2022/06/01 |
| Publication year: | 2022 |
| Release date: | 2024/01/03 |
| Tag: | Attrition; Job satisfaction; Onboarding; Personality; Second-career teachers; Self-efficacy; Support; Teacher well-being; Turnover |
| Volume: | 114 |
| Article number: | 103704 |
| Number of pages: | 11 |
| Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft |
| DDC classification: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
| Peer review: | Referiert |
| Publishing method: | Open Access / Hybrid Open-Access |
| License (German): |  CC-BY - Namensnennung 4.0 International |
