School Effectiveness in Retaining Novice Teachers: The Meaning and Measure of Ecological School Culture Construct

• In Event: Teacher Induction and Retention for and From Diverse Communities and Contexts

Abstract

Background: Retaining teachers beyond their novice years in order for them to become more experienced is believed to be a key component of successful student learning and school effectiveness. Purpose: This study aimed to develop and validate an ecological school culture index (ESCI) for predicting novice teachers’ retention. Method: A mix-method approach was used. 52 novice teachers, teachers and principals were interviewed and 1570 teachers filled out validated questionnaires. Findings: Findings from analyses performed at the individual and school levels using MPLUS, indicated a three-factor model of ESCI comprising the following factors: Collegial relationships between teachers, Mentoring policies, and Principal-teacher relationships. ESCI showed factorial validity as well as incremental predictive validity. Importantly, ESC was found to predict novice teacher retention.

Authors

• Pascale Sarah Benoliel, Bar-Ilan University

• Erez Zavelevsky, Bar-Ilan University

• Orly Shapira-Lishchinsky, Bar-Illan University