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ERIC Number: EJ1080822
Record Type: Journal
Publication Date: 2015
Pages: 24
Abstractor: As Provided
Reference Count: 88
ISBN: N/A
ISSN: ISSN-0305-764X
Antecedents of Norwegian Beginning Teachers' Turnover Intentions
Tiplic, Dijana; Brandmo, Christian; Elstad, Eyvind
Cambridge Journal of Education, v45 n4 p451-474 2015
This study aims at exploring several individual, organizational, and contextual factors that may affect beginning teachers' turnover intentions during their first years of practice. The sample consists of 227 beginning teachers (69% female and 31% male) from 133 schools in Norway. The results show four important antecedents of beginning teachers' turnover intentions: collective teacher efficacy, teacher-principal trust, role conflict, and affective commitment. Our findings suggest that organizational and contextual factors, and not necessarily individual competence perceptions, have a significant impact on beginning teachers' turnover intentions. Also the findings suggest that beginning teachers should be studied separately from more experienced teachers. Implications for school leadership are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway