Effects of Job Motives, Teacher Knowledge, and School Context on Beginning Teachers’ Commitment to Stay in the Profession: A Longitudinal Study in Germany, Taiwan, and the United States

Sigrid Blömeke, Richard T. Houang, Feng Jui Hsieh, Ting Ying Wang

研究成果: 書貢獻/報告類型篇章

17 引文 斯高帕斯(Scopus)

摘要

The induction period is a sensitive period in a teacher’s life. Beginning teachers have to cope with an overwhelming amount of work, applying the knowledge gained during teacher education to different and complex classroom situations with multidimensional challenges occurring at high speed. This chapter addresses the research gap by examining how teachers’ commitment to stay in the profession develops during the transition from teacher education into the job, from a comparative perspective in Germany, Taiwan, and the US A hypothetical model of how the school context may affect beginning teachers’ commitment to stay in the profession was developed based on models from occupational psychology. Job satisfaction is hypothesized to be strongly influenced by leadership quality (H2) and perceived appraisal (H3) on the one hand, and two types of perceived job burden (generic burden and subject burden) on the other hand (H4, H5; Shen, Leslie, Spybrook, and Ma, 2012; OECD, 2009; Tschannen-Moran, Hoy, and Hoy, 1998).

原文英語
主出版物標題International Handbook of Teacher Quality and Policy
發行者Taylor and Francis
頁面374-387
頁數14
ISBN(電子)9781317487821
ISBN(列印)9781138890770
DOIs
出版狀態已發佈 - 2017 1月 1

ASJC Scopus subject areas

  • 一般社會科學

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