Longitudinal Relations Among Teachers' Subjective Task Values and Turnover Intentions

• In Event: Teachers' Motivation Matters: Exploring the Influence of Teacher Motivation for Teacher, Student, and Classroom Outcomes

Abstract

Despite the centrality of value beliefs and costs to choice-related behaviors in the EVT tradition, little research has investigated the relations among these beliefs in the motivational processes leading to turnover intentions in teachers. We examined a longitudinal model of the relations among teachers’ value beliefs and costs for teaching and their intention to leave the profession. Based on data from over 470 teachers, latent autoregressive cross-lagged panel models yielded data indicating that some teaching value beliefs and costs were mutually related to one another over time. Beyond these relations, initial psychological cost was found to be risk factor for increased intentions to leave by semester-end; however, heightened levels of initial intrinsic value predicted decreased semester-end intentions to leave.

Authors

• Harsha Perera, University of Nevada - Las Vegas

• Rachel Part, University of Nevada - Las Vegas

• Brenda Anne Pearson, University of Nevada - Las Vegas

• Danette Dee Barber, Nevada State College

• Danielle Head, University of Nevada - Las Vegas