A longitudinal study on starting teachers' retention intentions: Do pre-teaching work experience and length of working years make a difference?

被引：15

作者：

Goodwin, A. Lin ^{[1
]}

Low, Ee Ling ^{[2
]}

Cai, Li ^{[2
]}

Yeung, Alexander Seeshing ^{[3
]}

机构：

[1] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China

[2] Nanyang Technol Univ, Natl Inst Educ, Singapore, Singapore

[3] Australian Catholic Univ, Inst Posit Psychol & Educ, Sydney, NSW, Australia

来源：

TEACHING AND TEACHER EDUCATION | 2019年 / 83卷

关键词：

Starting teachers; First-career teachers; Second-career teachers; Career changers; Teacher retention intention; Longitudinal study; CAREER; INDUCTION; MODEL; ATTRITION; MOTIVATIONS; CHALLENGES; TURNOVER; PROGRAMS; SUCCESS; IMPACT;

D O I：

10.1016/j.tate.2019.03.015

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This 4-wave longitudinal study examined how starting teachers' retention intentions changed over three years. One-way repeated-measures analysis of variance (ANOVA) found a significant main effect of time on retention intention. Two-way ANOVA also showed a significant main effect of pre-teaching work experience, and years of work experience on retention intention. However, there was no significant interaction effect between time and pre-teaching work experience, and between time and years of prior work experience. These findings suggest that prior work experience in other professions and length of working years did not make a difference in starting teachers' retention intentions over time. (C) 2019 Elsevier Ltd. All rights reserved.

引用

页码：148 / 155

页数：8

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