Dissertation/Thesis Abstract

Motivation to Teach: The Influence of Self-Efficacy and Job Satisfaction on Teacher Retention in an Urban California School System
by Hill, Cynthia Estelle, Ed.D., Concordia University Irvine, 2020, 134; 28028542
Abstract (Summary)

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

Indexing (document details)
Advisor: Kim, Eugene
Commitee: Collins, Deborah, Devitt, Suzanne
School: Concordia University Irvine
Department: Education
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
Publication Number: 28028542
ISBN: 9798662568402
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