Instructional Program Coherence, Teacher Intent to Leave, and the Mediating Role of Teacher Psychological Needs

Autor/inn/en	Fiegener, Ashlyn M.; Adams, Curt M.
Titel	Instructional Program Coherence, Teacher Intent to Leave, and the Mediating Role of Teacher Psychological Needs
Quelle	In: Leadership and Policy in Schools, 22 (2023) 3, S.765-786 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fiegener, Ashlyn M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2021.2022164
Schlagwörter	Teacher Persistence; Faculty Mobility; Intention; Psychological Needs; Teacher Attitudes; Alignment (Education); Teaching Conditions; Self Determination; Professional Autonomy; Job Satisfaction + Suchen Sie Ihr Suchwort? Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Selbstbestimmung; Berufsfreiheit; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit
Abstract	The purpose of this study was to (1) examine the relationship between instructional program coherence (IPC) and teacher intent to leave; and (2) investigate teacher psychological need satisfaction as a mediator in this relationship. HLM was used to test the hypotheses. As predicted, school differences in teacher intent to leave their school were related to teacher perceptions of IPC. Teacher autonomy and relatedness mediated the relationship between IPC and teacher intent to leave, while teacher competence satisfaction did not. Results suggest that the way school leaders organize the instructional environment has implications for teacher well-being and retention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01