Examining the Impact of Teacher Self-Efficacy on First-Year Teachers' Turnover: A Person-Centered Analysis

• In Event: Moscone Center West Roundtable Session 12
  In Roundtable Session: Using Large Data Sets and Surveys to Understand Teachers' Experiences

Abstract

Teacher attrition has been a concern of public education and thus has led to a great cost for schools. To resolve this problem, one critical factor is teacher self-efficacy. Using the 2011-2012 School and Staffing Survey, this study aims on supporting the impact of teacher self-efficacy on turnover through an examination at the individual level. We used latent class analysis and investigated this relationship through a methodological approach that distinguishes from previous research. Results suggested that at the individual level (a) first-year teachers exhibited three distinctive classes of self-efficacy and (b) efficacious teachers were more likely to stay in the field. Practical implications are discussed.

Authors

• Luxi Feng, Wells Fargo

• R. Malatesha Joshi, Texas A&M University - College Station

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