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. Introduction and purposeAlthough there has been much research on beginning teachers, the links between beginning teachers' turnover intentions and various individual, organizational, and contextual factors have not been thoroughly understood. The purpose of this study is to explore the relationships between Norwegian beginning teachers' turnover intentions and their self-efficacy, role clarity, affective commitment, relational trust among school professionals, and organizational and innovation support. In what follows, we first explain why this issue is important. Then, we deduce nine hypotheses regarding the antecedents of beginning teachers' turnover intentions. Finally, we explore and discuss the individual and contextual factors that predict beginning teachers' turnover intentions and the possible implications of our findings.

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