CUI Digital Repository

MOTIVATION TO TEACH: THE INFLUENCE OF SELF-EFFICACY AND JOB SATISFACTION ON TEACHER RETENTION IN AN URBAN CALIFORNIA SCHOOL SYSTEM

Show simple item record

dc.contributor.author Hill, Cynthia Estelle
dc.date.accessioned 2020-12-21T00:10:12Z
dc.date.available 2020-12-21T00:10:12Z
dc.date.issued 2020-05
dc.identifier.uri http://hdl.handle.net/11414/3460
dc.description.abstract This study investigated the relationship between a novice teacher’s motivation to teach and the motivating factors that influence teachers to stay in the profession. The main objectives of this mixed-method study provide further insight into the teacher retention phenomenon and an understanding of what motivates individuals to pursue teaching as a long-term profession. The Teacher Motivation and Job Satisfaction Survey was utilized with 58 novice K-12 teachers from a Northern California public school district to explore factors that may increase teacher retention. The results of this study indicated that novice teachers are more likely to remain motivated to teach if there is a belief in district policies, support in their daily work tasks, and continuous professional learning during their first five years of teaching. en_US
dc.language.iso en_US en_US
dc.title MOTIVATION TO TEACH: THE INFLUENCE OF SELF-EFFICACY AND JOB SATISFACTION ON TEACHER RETENTION IN AN URBAN CALIFORNIA SCHOOL SYSTEM en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search


Browse

My Account