Retention intention and job satisfaction of alternatively certified teachers in their first year of teaching

In this study, we investigated retention intention and job satisfaction of 238 first-year alternatively certified (AC) teachers. Drawing on Organizational Socialization Theory, we tested the hypothesis that AC teacher extraversion and perceived school support are positively related to the two variables and mediated by self-efficacy. To test our hypothesis, we applied structural equation modeling. Our results demonstrate that extraversion and perceived social support are positively related to retention intentions and job satisfaction. In addition, self-efficacy serves as a mediator. The findings could help school administrators to better understand how to support and retain AC teachers and thus address teacher shortages. (c) 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

Automated summary

This study examined retention intention and job satisfaction among first-year alternatively certified (AC) teachers. The results showed that extraversion and perceived school support were positively related to retention intention and job satisfaction, and self-efficacy served as a mediator. These findings provide insights for school administrators in supporting and retaining AC teachers.