Predictors of Beginning Teachers' Self-Efficacy and Job Satisfaction

• In Event: Sheraton Roundtable Session 6
  In Roundtable Session: International Considerations for Teacher Recruitment and Retention

Abstract

In many countries, there are teachers who quit after a few years in the profession. To address this issue, there is a need for increased research on the motivation and integration of beginning teachers in school and on the teaching profession in general. The current study uses Norwegian data from Teaching and Learning International Survey (TALIS) 2013 to examine the potential predictors of self-efficacy and job satisfaction among beginning teachers. The results of this study show that participation in an induction program has a small effect on self-efficacy and job satisfaction among beginning teachers while participation in mentoring activities shows no effect. Moreover, collaboration with colleagues seems to be the most potent predictor of job satisfaction among beginning teachers.

Authors

• Inger Throndsen, University of Oslo

• Christian Brandmo, Department of Teacher Education and School Development - University of Oslo

• Tone Cecilie Carlsten, Nordic Iinstitute for Studies in Innovation, Research, and Education