A longitudinal study on starting teachers’ retention intentions: Do pre-teaching work experience and length of working years make a difference?
Goodwin, A. Lin, Low, Ee Ling, Cai, Li and Yeung, Alexander Seeshing. (2019). A longitudinal study on starting teachers’ retention intentions: Do pre-teaching work experience and length of working years make a difference? Teaching and Teacher Education. 83, pp. 148 - 155. https://doi.org/10.1016/j.tate.2019.03.015
|Authors||Goodwin, A. Lin, Low, Ee Ling, Cai, Li and Yeung, Alexander Seeshing|
This 4-wave longitudinal study examined how starting teachers' retention intentions changed over three years. One-way repeated-measures analysis of variance (ANOVA) found a significant main effect of time on retention intention. Two-way ANOVA also showed a significant main effect of pre-teaching work experience, and years of work experience on retention intention. However, there was no significant interaction effect between time and pre-teaching work experience, and between time and years of prior work experience. These findings suggest that prior work experience in other professions and length of working years did not make a difference in starting teachers’ retention intentions over time.
|Keywords||starting teachers; first-career teachers; second-career teachers; career changers; teacher retention intention; longitudinal study|
|Journal||Teaching and Teacher Education|
|Journal citation||83, pp. 148 - 155|
|Digital Object Identifier (DOI)||https://doi.org/10.1016/j.tate.2019.03.015|
|Page range||148 - 155|
|Research Group||Institute for Positive Psychology and Education|
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|Place of publication||United Kingdom|
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