Early career teachers' intentions to leave the profession : The complex relationships among preservice education, early career support, and job satisfaction

This paper investigates the complex factors that lead to early career teachers (ECTs) deciding to leave the profession. It extends prior studies to show the associations that different elements of preservice education (PSE), early career support, and on-the-job satisfaction have with the intention t...

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Bibliographic Details
Published in:The Australian journal of teacher education 2019-03, Vol.44 (3), p.93-113
Main Authors: Kelly, Nick, Cespedes, Marcela, Clara, Marc, Hanaher, Patrick
Format: Article
Language:English
Subjects:
Beginning Teacher Induction
Beginning Teachers
Career Change
Career choice
Elementary Secondary Education
Foreign Countries
Institutional Characteristics
Intention
Job Satisfaction
Mentoring
Preservice Teacher Education
Teacher Persistence
Teacher retention
Teaching Conditions
Teaching profession
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Summary:This paper investigates the complex factors that lead to early career teachers (ECTs) deciding to leave the profession. It extends prior studies to show the associations that different elements of preservice education (PSE), early career support, and on-the-job satisfaction have with the intention to leave the profession. The study uses data from 2,144 Australian ECTs to explore these relationships. Results highlight the importance of teachers' collegial relationships with their peers, and replicate prior findings showing the significance of mentoring and induction programs. Results show that elements of job satisfaction are strongly associated with intention to leave the profession, leading to a number of implications for achieving the twin goals of higher teacher retention and job satisfaction. [Author abstract]
ISSN:0313-5373
1835-517X
1835-517X
DOI:10.14221/ajte.2018v44n3.6