Job Satisfaction and Retention of Newly Hired Alternatively Certified Teachers: A Mediation Analysis

• In Event: AERA Roundtable Sesion 4
  In Roundtable Session: Retaining Teachers for Diverse Contexts

Abstract

This study investigated how personality characteristics and school support affect job satisfaction and retention intentions for newly hired alternatively certified (AC) teachers. In addition, we examined the mediating role of teachers’ self-efficacy for these relationships. We used a data set of 234 newly hired AC teachers in the academic year 2020/2021 in Germany. Structural equation modeling was used for this analysis. We found that the schools’ support directly predicted retention intention and job satisfaction. Teachers’ self-efficacy mediated the effect of teachers’ personality on retention intention and job satisfaction. The study highlighted the significance of not just organizational support, but also teachers' personality characteristics in terms of retention intention and job satisfaction.

Authors

• Dirk Richter, University of Potsdam

• Eric Richter, Universität Potsdam

• Christin Lucksnat, University of Potsdam