Is well begun half done? A latent cross-lagged study of first-year teachers’ occupational commitment, vocational satisfaction, and teacher self-efficacy
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引用次数: 0
Abstract
Occupational commitment, vocational satisfaction, and teacher self-efficacy are critical factors in understanding beginning teachers’ retention intention. However, little is known about their causal relationships. Using a latent cross-lagged design, we collected two-wave survey data among 1322 first-year teachers over one year (T1: June 2022, upon graduation from the Free Teacher Education program in China; T2: July 2023, upon completion of the first year of teaching). The three constructs were found interrelated from a cross-sectional perspective. However, through a longitudinal lens, baseline vocational satisfaction and teacher self-efficacy were negatively predictive of occupational commitment one year later. Suggestions and implications are discussed.
期刊介绍:
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.