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

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dc.contributor.authorHill, Cynthia Estelle
dc.date.accessioned2020-12-21T00:10:12Z
dc.date.available2020-12-21T00:10:12Z
dc.date.issued2020-05
dc.description.abstractThis 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.identifier.urihttp://hdl.handle.net/11414/3460
dc.language.isoen_USen_US
dc.titleMOTIVATION TO TEACH: THE INFLUENCE OF SELF-EFFICACY AND JOB SATISFACTION ON TEACHER RETENTION IN AN URBAN CALIFORNIA SCHOOL SYSTEMen_US

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Doctor of Education (Ed.D.) in Leadership Dissertations