The problem of teacher attrition was reviewed and a mixed-method study of motivational characteristics for years of persistence in a teaching career was conducted. Ninety-two second, third, or fourth grade urban public school teachers who taught for five years or more were surveyed in order to gather quantitative data on the five motivational characteristics of self-efficacy, positive and negative affect, and importance and interest values for teaching as a career. Significant and positive correlations were found between positive affect and each of the factors of self-efficacy, importance, and interest. Importance and interest for teaching as a career were highly correlated. No statistical significance was found for a multiple regression analysis for variance in teaching years for the five motivational characteristics. No statistical significance was found for ANOVAs for teachers who taught from 5–15 years compared to 16–41 years. There was a significant difference for positive affect between 2nd and 4th grade teachers. Six teachers from the sample were interviewed in the qualitative portion of the study and four themes emerged from the interview data: (1) the persistence of second career teachers, (2) persistence despite challenges, (3) the influence of mentors, and (4) the use of self-reflection. This study has implications for administrators at the district and school level, and for teacher training programs, which would potentially reduce teacher recruitment costs and maintain continuity of educational programs for students, in an effort to contribute to the retention of teachers in the profession.
|Commitee:||Gokalp, Gokce, Ragusa, Gisele|
|School:||University of Southern California|
|School Location:||United States -- California|
|Source:||DAI-A 73/11(E), Dissertation Abstracts International|
|Subjects:||School administration, Educational psychology, Teacher education|
|Keywords:||Affect, Motivation, Persistence, Self-efficacy, Teacher attrition, Teacher turnover, Urban education|
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