Poster #4 - Into the Fire: Psychosocial Factors and the Transition to Teaching for Early Career College Educators

• In Event: 67.071 - MTCC Poster Session 16
  In Poster Session: 67.071-2 - Faculty Teaching, Evaluation, and Development Posters

Abstract

This mixed methods study presents an innovative model of the interrelationships between the psychosocial factors of identity, self-efficacy, and belonging in early career college educators, and their connections to work engagement and approaches to teaching. Path analysis of the hypothesized model is presented and support by findings from focus groups in order to substantiate the importance of these psychosocial factors in the transition to teaching. Participants were 424 community college faculty in their first three years of teaching. The results of the path analysis showed a good model fit; teaching engagement was predicted by all three factors, whereas student focused approach to teaching was not. These findings have implications for new faculty induction programs and early career success.

Author

• Kathryn Hansen, The University of Western Ontario/ St Clair College