The Role of Teacher Training in Beginning Teachers’ Self-Efficacy, Job Satisfaction, and Turnover Motivation: Findings from the 2011-2012 Schools and Staffing Survey
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Providing high-quality education to students is always the ultimate goal of public schools in the United States. However, the high ratio of teacher turnover has always been the barrier that impedes the achievement of that goal. The turnover ratio is particularly high among beginning teachers due to the unique characteristics of this population. For instance, beginning teachers’ self-efficacy usually sharply declines during the first year of teaching. Therefore, research on this population could be critical, as the success of beginning teachers is important. Using the 2011-2012 Schools and Staffing Survey, the dissertation included three studies to investigate beginning teachers’ training profiles and the relationships among teacher training, self-efficacy, job satisfaction, and turnover motivation. The three studies relied on latent mixture modeling, which enabled the examination to be conducted at the individual levels. Results suggested that beginning teachers’ preservice training profiles were differentiated by the undergraduate majors and the completion of teacher education. Meanwhile, their in-service training profiles were featured by several types of developmental activities, especially common planning time. The association between preservice and in-service training was not statistically significant. Beginning teachers’ training profiles predicted the classification of their teacher self-efficacy profiles, which included three distinctive classes. In addition, teachers from urban schools were more likely to have low-level self-efficacy. Finally, beginning teachers’ self-efficacy profiles were significantly related to their job satisfaction and turnover motivation. At the individual level, beginning teachers who were better supported by teacher training and worked in urban settings were more likely to be associated with high-level self-efficacy, high-level job satisfaction, and low-level turnover motivation.
Feng, Luxi (2018). The Role of Teacher Training in Beginning Teachers’ Self-Efficacy, Job Satisfaction, and Turnover Motivation: Findings from the 2011-2012 Schools and Staffing Survey. Doctoral dissertation, Texas A & M University. Available electronically from
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