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Factors influencing novice teacher retention in Hawaii public schools
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|Title:||Factors influencing novice teacher retention in Hawaii public schools|
|Authors:||Hasegawa, Helen Midori|
|Keywords:||Hawaii public schools|
|Issue Date:||Dec 2011|
|Publisher:||[Honolulu] : [University of Hawaii at Manoa], [December 2011]|
|Abstract:||Hawaii and other states and districts across the nation are experiencing shortages of qualified teachers due to a large number of teachers who leave the profession. States and districts are focusing on recruitment practices to attract teachers; however, recruitment alone will not resolve the issue of retention, especially as it relates to novice teachers.|
The participants of this study are graduates of the University of Hawaii at Manoa, College of Education teacher preparation programs for the academic years ending 2005 to 2009 who were initially hired by the Hawaii Department of Education. The primary purpose of this study was to research the factors that influenced novice teachers to stay in the profession and to what extent they intended to stay. Secondly, the purpose of this study was to examine the professional development activities that influenced the novice teachers to stay and professional/induction activities they believe were important for their professional growth and development.
The theoretical basis for this study was the Price and Mueller 2001 causal model of turnover. Professional development variables were added to the model to determine its influence on the novice teacher's intent to stay and to analyze and explore ways to assist novice teachers with their professional development and growth.
The study employed a non-experimental quantitative design. The primary source of data was obtained from a self-administered questionnaire which was designed to identify determinants to improve novice teacher retention and to support the novice teacher's professional development and growth.
The findings revealed that organizational commitment was significant in predicting search behavior but job satisfaction was not significant. However, the findings revealed that organizational commitment and job satisfaction significantly contributed to predicting intent to stay. The analyses revealed that those two variables had a direct effect on intent to stay and an indirect effect on search behavior. Consequently, search behavior is a partial mediator in the model as its effects are small. It can be concluded that if a novice teacher is committed and content with his/her teaching position, he/she will more than likely not search for other job opportunities and will stay in the profession.
|Description:||Ph.D. University of Hawaii at Manoa 2011.|
Includes bibliographical references.
|Appears in Collections:||Ph.D. - Education|
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