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dc.date.accessioned2017-10-16T13:23:01Z
dc.date.available2019-03-19T23:46:47Z
dc.date.created2017-09-18T13:49:09Z
dc.date.issued2017
dc.identifier.citationBlömeke, Sigrid Houang, Richard T. Hsieh, Feng-Jui Wang, Ting-Ying . Effects of Job Motives, Teacher Knowledge and School Context on Beginning Teachers’ Commitment to Stay in the Profession: A Longitudinal Study in Germany, Taiwan and the United States.. International Handbook of Teacher Quality and Policy. 2017 Routledge
dc.identifier.urihttp://hdl.handle.net/10852/58828
dc.description.abstractThis three-year longitudinal study examines which teacher and school characteristics contribute to teachers’ commitment to stay in the profession. 3,000 beginning teachers from Germany, Taiwan and the USA were assessed at the end of teacher education and three years later. Multiple-group path analyses revealed that at the end of teacher education, job motives, mathematics content knowledge and teachers’ sense of preparedness significantly predicted their commitment. The relational patterns varied between countries. Similarly, the development of teachers’ commitment was significantly but with varying strengths across countries affected by job satisfaction, the perceived job burden and school quality. Policy makers need to be careful with generalizing results from one country to another. This is an accepted manuscript of a chapter from the book International Handbook of Teacher Quality and Policy. © 2017 Routledgeen_US
dc.languageEN
dc.publisherRoutledge
dc.titleEffects of Job Motives, Teacher Knowledge and School Context on Beginning Teachers’ Commitment to Stay in the Profession: A Longitudinal Study in Germany, Taiwan and the United States.en_US
dc.typeChapteren_US
dc.creator.authorBlömeke, Sigrid
dc.creator.authorHouang, Richard T.
dc.creator.authorHsieh, Feng-Jui
dc.creator.authorWang, Ting-Ying
cristin.unitcode185,18,7,0
cristin.unitnameCentre for Educational Measurement
cristin.ispublishedtrue
cristin.fulltextpostprint
dc.identifier.cristin1494834
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.btitle=International Handbook of Teacher Quality and Policy&rft.spage=&rft.date=2017
dc.identifier.pagecount626
dc.identifier.urnURN:NBN:no-61592
dc.type.documentBokkapittelen_US
dc.source.isbn978-1138890770
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/58828/1/S4_Chapter_2_Blomeke%2Bet%2Bal_Formatted_final.pdf
dc.type.versionAcceptedVersion
cristin.btitleInternational Handbook of Teacher Quality and Policy


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