The Role of Teacher Selection Criteria and Preparation on Teacher Self-Efficacy, Satisfaction, and Commitment: An Analysis of Kazakhstani TALIS Data

Autor/inn/en	Courtney, Matthew; Karakus, Mehmet; Sharplin, Elaine; Hernández-Torrano, Daniel; Helmer, Janet; Jumakulov, Zakir
Titel	The Role of Teacher Selection Criteria and Preparation on Teacher Self-Efficacy, Satisfaction, and Commitment: An Analysis of Kazakhstani TALIS Data
Quelle	In: Teacher Development, 27 (2023) 3, S.394-414 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Courtney, Matthew) ORCID (Karakus, Mehmet) ORCID (Sharplin, Elaine) ORCID (Hernández-Torrano, Daniel) ORCID (Helmer, Janet) ORCID (Jumakulov, Zakir)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2023.2176354
Schlagwörter	Foreign Countries; Teachers; Teacher Selection; Selection Criteria; Career Choice; Intention; Self Efficacy; Job Satisfaction; Altruism; Teacher Persistence; Teacher Education; Administrator Surveys; Teacher Surveys; Secondary School Teachers; Principals; Personnel Selection; Kazakhstan; Teaching and Learning International Survey + Suchen Sie Ihr Suchwort? Ausland; Lehrer; Lehrerin; Lehrende; Selection criterion; Auslesekriterium; Self-efficacy; Selbstwirksamkeit; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Altruistic behavior; Altruismus; Lehrerausbildung; Lehrerbildung; Principal; Schulleiter; Personalauswahl; Personalentscheidung; Kasachstan
Abstract	In Kazakhstan, an increasing school student population, low rates of graduates entering the profession, and high novice teacher attrition have made the attraction and retention of quality teachers a critical issue. To investigate this problem, the authors draw on the 2018 TALIS dataset involving a survey of 5201 Kazakhstani teachers from 275 participating schools. The study, framed by Chapman's teacher attrition model, uses a nested data design. As an outcome variable, the authors make use of a corollary of attrition, the self-reported career commitment variable in the Kazakhstani TALIS dataset. The analysis suggests that teachers who enter the profession with enhanced altruistic tendencies have improved self-efficacy and job satisfaction. Further, teaching-as-a-first-career-choice appears to drive both job satisfaction and career commitment, while learning to manage behaviour and mixed-ability settings also appears to drive improved long-term career commitment. Implications for teacher education and research in other Central Asian and post-Soviet countries are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01