Toward a Model of Factors Influencing Teacher Motivation and Professional Commitment

• In Event: Poster Session 13
  In Poster Session: Teacher Commitment, Retention, and Staffing in the United States and Abroad

Abstract

Although previous research has examined the relationship of teachers’ school context to both teacher motivation and retention, little research has looked at the role of teachers’ professional development experiences to these outcome variables, nor has the role of motivation in the relationship between school contextual factors and teachers’ professional commitment been examined. This study utilized Structural Equation Modeling (SEM) to test a model of factors influencing teacher well-being (as measured by self-reported self-determination) and professional commitment. Multiple group SEM and sub-scale ANOVAs are utilized to compare the model results for the two samples of teachers from traditional public and charter school settings.

Authors

• Breana Sylvester, The University of Texas - Austin

• Jaehak Jung, Texas State University