School Climate and Professional Development Needs in Multicultural Setting: Predicting Teacher Efficacy, Job Satisfaction, and Willingness to Stay in Profession

• In Event: Advocacy for Culturally and Linguistically Diverse Students: Perspectives on Teaching and Learning

Abstract

This study aims to investigate whether and how teachers’ perceptions of school climate including peer interaction and their relationship with students, and professional development (PD) needs in multicultural education (ME) influences three outcome variables: teachers’ (a) teaching efficacy, (b) job satisfaction, and (c) intentions of staying in the profession in a multicultural setting. The public database of the 2018 Teaching and Learning International Survey and the structural equation modeling was used for data analysis. Results indicate that teacher’s job satisfaction and peer interaction are directly impact teacher’s intentions of staying; teaching efficacy, PD needs in ME, and teacher and student relationship are the factors that directly impact teacher’s job satisfaction and indirectly impact their staying in profession.

Authors

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

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