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
|Commitee:||Collins, Deborah, Devitt, Suzanne|
|School:||Concordia University Irvine|
|School Location:||United States -- California|
|Source:||DAI-A 82/2(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational psychology|
|Keywords:||Job satisfaction, Motivation, New teachers, Self-efficacy, Teacher, Teacher retention, California|
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