In Search of Keeping Good Teachers: Mediators of Teacher Commitment to the Profession

Autor/in	Eginli, Ilknur
Titel	In Search of Keeping Good Teachers: Mediators of Teacher Commitment to the Profession
Quelle	In: Journal of Language and Linguistic Studies, 17 (2021), S.911-936 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Eginli, Ilknur)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Teacher Effectiveness; Self Efficacy; Teacher Persistence; Teacher Motivation; Work Attitudes; Work Environment; Teaching (Occupation); Correlation; Public School Teachers; Elementary School Teachers; Secondary School Teachers; Principals; Administrator Behavior; Teacher Administrator Relationship; Leadership Effectiveness; Graduate Students; Job Satisfaction; District of Columbia; Teacher Efficacy Scale + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Work attitude; Arbeitshaltung; Arbeitsmilieu; Teaching; Lehrberuf; Korrelation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Führungseffizienz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit
Abstract	To better understand teacher retention, the thrust of the study was to investigate the relationships among principal support, teacher efficacy, collective efficacy and practicing teachers' commitment to the profession. This study was designed to test the mediating role of teacher and collective efficacy beliefs on teacher commitment facilitating three mediation models. Data come from 260 public school teachers in the Washington DC area, aged between 20 and 69, who completed three questionnaires through which a predictive and mediation model of teacher commitment was tested. Teacher efficacy and collective efficacy beliefs were hypothesized to mediate the relations between the principal support and teachers' commitment to teaching profession. Mediation regression modelling was used to test and validate these three models across the sample of K-12 teachers. Teacher collective efficacy beliefs were found to be partially mediated the relationship between principal support and teacher commitment to teaching profession whereas general teacher efficacy and personal teacher efficacy did not mediate the relationship between principal support and teachers' commitment to the profession of teaching. The measures in this study can be used to guide professional development and measure how successful attempts are to increase teacher commitment. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01