ABSTRACT

Teacher persistence has been a growing issue in recent decades. This raises the problem of the sustainability of the teaching workforce, the professionalism of working teachers and preserving the quality of education. In this study we aim to create and test an empirical model that makes it possible to predict teachers’ plans to remain in or leave the profession. Proceeding from earlier research, this study focuses on investigating the role of motivations, job demands, and school climate as potential factors of teacher retention. A sample of 373 teachers responded to an electronic questionnaire compiled using questions from FIT-Choice, Norwegian Teacher Self-Efficacy Scale, and the Delaware School Climate Survey. Structural equation modelling was applied to find the model that predicts teachers’ plans to remain in or leave the profession. The findings revealed two main factors – the combination of perceived teaching ability and intrinsic motivation, and job security – that have a positive impact on plans to continue teaching. Perceived teaching ability and intrinsic motivation, in turn, is affected by relations with students and maintaining discipline in class. Emotional exhaustion and workload impacting the latter, predict the risk of attrition. Contrary to earlier research, age and years of teaching experience appeared to be unrelated to plans to continue teaching.

摘要

近几十年来，教师的执着一直是一个日益严重的问题。这就提出了教学队伍的可持续性、在职教师的专业水平和保持教育质量的问题。在这项研究中，我们旨在创建和测试一个实证模型，该模型可以预测教师留在或离开该行业的计划。从早期的研究出发，本研究的重点是调查动机、工作需求和学校氛围作为保留教师的潜在因素的作用。373 名教师的样本对使用 FIT-Choice、挪威教师自我效能量表和特拉华学校气候调查中的问题编制的电子问卷做出了回应。应用结构方程模型来寻找预测教师留在或离开该专业的计划的模型。调查结果揭示了两个主要因素——感知教学能力和内在动机的结合，以及工作保障——对继续教学的计划产生积极影响。反过来，感知的教学能力和内在动机又受到与学生的关系和维持课堂纪律的影响。情绪疲惫和影响后者的工作量预示着人员流失的风险。与早期研究相反，年龄和多年的教学经验似乎与继续教学的计划无关。情绪疲惫和影响后者的工作量预示着人员流失的风险。与早期研究相反，年龄和多年的教学经验似乎与继续教学的计划无关。情绪疲惫和影响后者的工作量预示着人员流失的风险。与早期研究相反，年龄和多年的教学经验似乎与继续教学的计划无关。