Mentors, Self-Efficacy, or Professional Development: Which Mediate Job Satisfaction for New Teachers? A Regression Examination

Y

14

Mentors; Self Efficacy; Job Satisfaction; Beginning Teachers; Teacher Persistence; Faculty Mobility; Correlation; Barriers; Faculty Development; Teacher Attitudes; Teacher Surveys; Administrator Surveys; Scores; Teacher Characteristics; Goodness of Fit; Models; Elementary Secondary Education

2147-0456

Research has shown that new teachers have struggles in the classroom, leading to high attrition rates for this population. Factors such as job satisfaction, self-efficacy, and mentorship programs have all been found to impact teacher attrition. This study aims to examine the relationship between these variables along with another common issue teachers face: barriers to professional development (i.e., cost, time). This study utilized the Teaching and Learning International Survey of beginning teachers in the United States. Using multiple regression, results indicated there was a positive relationship between job satisfaction and self-efficacy and the presence of a mentor. There was a negative relationship between barriers to professional development and job satisfaction. Limitations, implications, and areas for future research are discussed.

As Provided

2019

EJ1214939