Year: 2013
Type: conference-paper
Study design: Observational Study
Abstract: : The purpose of the study was to examine the relations among mentoring, adaptation, satisfaction, commitment, and turnover intention. Twohundred fifty two middle school teachers from ten Midwestern U.S. schools were surveyed. Hierarchical regression results demonstrated that positive mentoring experiences, successful adaptation, and greater commitment reduced the likelihood of turnover intent. The call for reform has plagued the educational arena with a whirlwind of transformations challenging efforts to retain effective, highly qualified teachers. In 1988-89, a total of 162,000 teachers left the profession, while in 2008-2009, a total of 269,800 left. Additionally, a higher percentage (8.8) of secondary public school teachers left the profession in 2008-2009 than the percentage (7.5) of elementary school teachers who left (Aud et al., 2011). Marston, Brunetti, and Courtney (2005) compared elementary and high school teachers’ motivation to remain in the profession and suggested further research should be conducted to include middle school teachers. Two subsequent studies citing Marston et al. (2005) explored job satisfaction among high school teachers (Skaalvik & Skaalvik, 2012) and variables affecting retention among elementary school teachers (Shen, Leslie, & Spybrook, 2012). However, neither study included middle school teachers. Teacher retention is crucial at the middle school level due to the students ’ specific needs during this developmental stage (Reddy, Rhodes, & Mulhall, 2003). Transition to middle school has been associated with declining motivation in students (Anderman, Maehr, & Midgely, 1999). However, the call for research on retention of middle school teachers (Marston et al., 2005) has not been sufficiently addressed. Research on teacher retention has supported a relationship between job satisfaction, organizational commitment, career commitment, and intent to remain in the profession
Authors: Thomas G. Reio, Mirta R. Segredo
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W147643785