Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/21849
Title: 
Authors: 
Keywords: 
Starting teachers
First-career teachers
Second-career teachers
Career changers
Teacher retention intention
Longitudinal study
Issue Date: 
2019
Citation: 
Goodwin, A. L., Low, E. L., Cai, L., & Yeung, A. S. (2019). A longitudinal study on starting teachers’ retention intention: Do pre-teaching work experience and length of working years make a difference? Teaching and Teacher Education, 83, 148-155. https://doi.org/10.1016/j.tate.2019.03.015
Abstract: 
This 4-wave longitudinal study examined how starting teachers’ retention intention changed over three years. One-way repeated-measures analysis of variance (ANOVA) found a significant main effect of time on retention intention. Two-way ANOVA also showed a significant main effect of pre-teaching work experience, and years of work experience on retention intention. However, there was no significant interaction effect between time and pre-teaching work experience, and between time and years of prior work experience. These findings suggest that prior work experience in other professions and length of working years did not make a difference in starting teachers’ retention intention over time.
Description: 
This is the final draft, after peer-review, of a manuscript published in Teaching and Teacher Education. The published version is available online at https://doi.org/10.1016/j.tate.2019.03.015
URI: 
ISSN: 
0742-051X
Other Identifiers: 
10.1016/j.tate.2019.03.015
Website: 
Appears in Collections:Journal Articles

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