Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching

Richter, Eric; Lucksnat, Christin; Redding, Christopher; Richter, Dirk

doi:10.1016/j.tate.2022.103704

Cited by 30 publications

(21 citation statements)

References 100 publications

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“…Additionally, the positive correlation between CTSE and job satisfaction aligns with prior research (e.g., Klassen and Chiu, 2010;Gilbert et al, 2014;Alibakhshi et al, 2020;Zakariya, 2020;Toropova et al, 2021;Richter et al, 2022), and added an empirical study replicating the SCCT satisfaction model with a Chinese university teacher sample (Lent and Brown, 2006). In light of this, it can be claimed that Chinese university teachers with high teaching self-efficacy constantly contemplate their teaching tasks and find ways to accomplish them.…”

Section: Discussionsupporting

confidence: 77%

“…Extensive research found a positive correlation between teaching selfefficacy and job satisfaction among K-12 teachers (Klassen and Chiu, 2010;Soto and Rojas, 2019;Zakariya, 2020). Richter et al (2022) examined retention intention and job satisfaction among first-year alternatively certified teachers in German. The results revealed that teacher extraversion and selfefficacy positively affected job satisfaction, and self-efficacy mediated the relationship between teacher extraversion and job satisfaction.…”

Section: Ctse and Job Satisfactionmentioning

confidence: 99%

“…Faculty members' job stress often has negative impacts on job satisfaction (He and Liu, 2012;Gao et al, 2015; and may result in faculty member's decision to leave their institution (Johnsrud and Rosser, 2002;Rosser, 2004). However, teaching self-efficacy positively correlates with work engagement and reflection (Fathi et al, 2021;Han and Wang, 2021) and job satisfaction (Klassen and Chiu, 2010;Perera et al, 2019;Toropova et al, 2021;Richter et al, 2022). Pajares (2002) claimed that individuals with a higher sense of efficacy are more likely to challenge difficulties and adopt effective coping strategies to undergo stress.…”

Section: Ctse and Job Satisfactionmentioning

confidence: 99%

“…Teaching self-efficacy, also called teacher self-efficacy, is a wellknown mechanism that can alleviate job stress and promote job satisfaction and further job retention by mitigating the negative impact of environmental obstacles and job stress (e.g., Chiu, 2010, 2011;Li et al, 2017;Troesch and Bauer, 2017;Ismayilova and Klassen, 2019;Yin et al, 2020). Numerous studies found that teaching self-efficacy significantly predicted teacher job satisfaction in K-12 school settings (Klassen and Chiu, 2010;Sun and Xia, 2018;Zakariya, 2020;Ortan et al, 2021;Saks et al, 2021;Richter et al, 2022). Despite the attention to the relationship among teachers' job satisfaction, job stress, and teaching selfefficacy in K-12 school settings (Tschannen-Moran and Hoy, 2007;Skaalvik and Skaalvik, 2014), a mediating role of teaching selfefficacy has not been much scrutinized with diverse samples of teachers in higher education, particularly in non-Western cultural settings (Klassen and Chiu, 2010;Yin et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers

Liu

Yi²,

Siwatu³

2023

Front. Educ.

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Colleges and universities have been experiencing high rates of faculty turnover across countries, and hiring and retaining influential faculty members is a constant challenge that higher education institutions have encountered. Job stress and job satisfaction are stable predictors that psychologically determine teachers’ persistence in their institutions. The present study aimed to extend understanding of a mediating effect of college teaching self-efficacy (CTSE) on the relationship between faculty job stress and job satisfaction. Data collected from 455 Chinese university teachers were analyzed using structural equation moderated mediation models. CTSE was an effective mediator in alleviating the negative relationship between job stress and job satisfaction. Our finding from a moderated mediation model suggests that the mediation effect of CTSE did not differ by teaching experience, ranks, gender, and workload. However, the significant covariate effect of teaching experience incorporated in the mediation effect implies that teachers with more teaching experiences may have greater teaching self-efficacy, which may positively change the perceptions of job stress and job satisfaction. By way of discussion, we provided evidence regarding current trends and underlying psychological reasons for university teachers’ dissatisfaction which might be useful for educators, university administrators, and policymakers framing policy and institutional decisions. Some impractical implications are further discussed.

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Section: Discussionsupporting

confidence: 77%

Section: Ctse and Job Satisfactionmentioning

confidence: 99%

Section: Ctse and Job Satisfactionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers

Liu

Yi²,

Siwatu³

2023

Front. Educ.

View full text Add to dashboard Cite

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“…Teacher's job satisfaction can guarantee teachers survive in their jobs (Richter et al, 2022) and continue to improve their professionalism (Zakariya et al, 2020b). For this reason, improving teacher's job satisfaction is necessary (Luque-Reca et al, 2022), which parties inside and outside the school can pursue.…”

Section: A Introductionmentioning

confidence: 99%

Improving Teacher’s Job Satisfaction Through Principal Transformational Leadership and Organizational Justice

Hidayat

Patras

Marini

et al. 2023

JMKSP

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Teacher's job satisfaction is a crucial factor in maintaining the quality of education. The research aims to demonstrate the principal's transformational leadership role and organizational justice perceptions to improve teacher's job satisfaction. The quantitative design with survey methods used in this research. The research was conducted in Indonesia with a sample of 256 private high school teachers. Data analysis uses the analysis path on SMART PLS. Research findings: Teacher's job satisfaction can be improved by optimizing principal transformational leadership's role and enhancing the perception of organizational justice in schools. In this research, strengthening proposals based on transformational leadership indicators and organizational justice can prepare private school strategies and action plans to improve teacher's job satisfaction.

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Comparing the teaching quality of alternatively certified teachers and traditionally certified teachers: findings from a large-scale study

Lucksnat,

Richter,

Henschel

et al. 2024

Educ Asse Eval Acc

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The present study investigates whether alternatively and traditionally certified teachers differ in their teaching quality. We conducted doubly latent multilevel analysis using a large-scale dataset with student ratings on the quality of instruction provided by 1550 traditionally and 135 alternatively certified secondary school mathematics teachers in Germany. Findings show no evidence of differences in teaching quality between alternatively and traditionally certified teachers. Independent of the type of certification, novice teachers scored lower on classroom management than experienced teachers. Findings suggest that beginning teachers—whether alternatively or traditionally certified—need to be better prepared for classroom management before starting to teach.

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Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching

Cited by 30 publications

References 100 publications

Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers

Mediating roles of college teaching self-efficacy in job stress and job satisfaction among Chinese university teachers

Improving Teacher’s Job Satisfaction Through Principal Transformational Leadership and Organizational Justice

Comparing the teaching quality of alternatively certified teachers and traditionally certified teachers: findings from a large-scale study

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