Search results for: Teacher persistence

The current study examined the effect of administrative support on teachers’ job satisfaction and intent to stay in teaching. The findings reveal that administrative support was the most significant predictor of teachers’ job satisfaction. Furthermore, administrative support was also significant in predicting teachers' intent to stay. It was also found that administrative support mediated the effects of other teacher and student variables

This paper describes the working lives of long-serving teachers in three high-poverty urban schools in England. In a climate in which teaching is tightly controlled and suffering from problems of retention and recruitment, the teachers discuss intensely personal and emotional commitments to their work-place.

The authors examined the role of social support in turnover intention among new teachers. The authors found evidence for a direct negative relationship between social support and turnover intention. The authors also found that teachers with higher social support had lower turnover intention in the face of higher workload, compared to teachers with lower support. Furthermore, the authors found that social support acts indirectly, through job satisfaction in relation to turnover intention. These findings suggest that social support can be a valuable resource for new teachers.

This qualitative study explores strategies of resilience exhibited by novice teachers employed in high-needs areas. Findings indicated that teachers utilised a variety of strategies, including help-seeking, problem-solving, managing difficult relationships, and seeking rejuvenation/renewal. Furthermore, the researchers recognised that resilient teachers demonstrated agency in the process of overcoming adversity.