好的开始是成功的一半吗？一年级教师的职业承诺、职业满意度和教师自我效能感的潜在交叉滞后研究

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-11-21 DOI:10.1016/j.tate.2024.104875

Bing Li

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引用次数: 0

摘要

职业承诺、职业满意度和教师自我效能感是了解初任教师留任意愿的关键因素。然而，人们对它们之间的因果关系知之甚少。我们采用潜在交叉滞后设计，对 1322 名一年级教师进行了为期一年的两波调查（T1：T1：2022 年 6 月，中国免费师范生毕业时；T2：2023 年 7 月，完成第一年教学工作时）。从横向角度看，这三个建构相互关联。然而，从纵向角度来看，基线职业满意度和教师自我效能感对一年后的职业承诺具有负向预测作用。本文讨论了相关建议和影响。

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Is well begun half done? A latent cross-lagged study of first-year teachers’ occupational commitment, vocational satisfaction, and teacher self-efficacy

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.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

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.