Examining Factors Contributing to the Satisfaction and Retention of Bilingual/ESL Teachers

• In Event: Marriott Roundtable Session 31
  In Roundtable Session: Views and Practices of Monolingual and Bilingual Teachers: Implications for Scholars and Educators

Abstract

This study examines differences between bilingual/ESL teachers and non-bilingual/ESL teachers’ perceptions of teacher satisfaction, support, intentions of staying in the profession, school problems, and school climate and whether these factors predict their satisfaction and intent to remain in teaching. The data used for this study from the teacher dataset of the National Teacher and Principal Survey (NTPS, 2017). It consists of 440 bilingual/ESL education teachers and 2,210 non-bilingual/ESL teachers. Only one significant difference between the two groups: Bilingual/ESL teachers had significantly lower perceptions on the factor, Poverty-related problems, than non-Bilingual/ESL teachers. Bilingual/ESL education teachers’ satisfaction was predicted by the following: (a) principal support and (b) school climate. Only school support significantly predicted bilingual/ESL education teachers’ intent to remain in teaching.

Authors

• Yolanda N. Padron, Texas A&M University - College Station

• Mario I Suarez, Utah

• Hersh C. Waxman, Texas A&M University - College Station

• Ramon Humberto Salazar, Texas A&M University - College Station

• Xuan Zhou, Texas A&M University - College Station

• Yoheily Cristina Widdison, Texas A&M University - College Station