More Than a Mentor: The Role of Social Connectedness in Beginning Teachers' Intention to Leave

• In Event: 54.081 - Poster Session 11
  In Poster Session: 54.081-1 - Division K Section 7

Abstract

The number of beginning teachers leaving the profession has resulted in increased attention to the instructional and psychological conditions necessary to retain them. However, less attention has been paid to the social infrastructure in which they find themselves. This study foregrounds the role of social capital and its effect on intention to leave the profession. Using social network and multilevel moderated mediation analysis techniques, the relationships between beginning teachers’ social connectedness, job attitudes, and their intention to leave the profession were analyzed. Findings indicate that being socially connected to others within the school is associated with a reduction in the intention to leave, mediated by their job attitudes. No significant effects are found for being connected to the mentor.

Authors

• Charlotte Struyve, KU Leuven

• Alan J. Daly, University of California - San Diego

• Machteld Vandecandelaere, University of Leuven

• Chloé Meredith, University of Leuven

• Karin Hannes, Katholieke Universiteit Leuven

• Bieke De Fraine, K.U. Leuven