Retaining novice teachers: The meaning and measure of ecological school culture construct

Erez Zavelevsky; Pascale Benoliel; Orly Shapira - Lishchinsky

doi:https://doi.org/10.1016/j.tate.2022.103783

Retaining novice teachers: The meaning and measure of ecological school culture construct

Erez Zavelevsky, Pascale Benoliel, Orly Shapira - Lishchinsky

Bar-Ilan University

Research output: Contribution to journal › Article › peer-review

Abstract

Novice teachers' retention can lead to school success. This study aimed to develop and validate an Ecological School Culture Index predicting novice teachers’ retention. Using a mix-method approach, the samples include novice teachers and principals from 16 schools for the qualitative phase, and 1570 teachers from 188 schools from 3 samples for the quantitative phase in Israel. Findings, using MPLUS, indicated at the individual and school levels a three-factor model of ESCI comprising the following factors: Collegial relationships between teachers, Mentoring policies, and Principal-teacher relationships. Ecological School Culture Index showed factorial and incremental predictive validity. Implications for theory and practice are discussed.

Original language	English
Article number	103783
Journal	Teaching and Teacher Education
Volume	117
Early online date	8 Jun 2022
DOIs	https://doi.org/10.1016/j.tate.2022.103783
State	Published - Sep 2022

All Science Journal Classification (ASJC) codes

Education

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title = "Retaining novice teachers: The meaning and measure of ecological school culture construct",

abstract = "Novice teachers' retention can lead to school success. This study aimed to develop and validate an Ecological School Culture Index predicting novice teachers{\textquoteright} retention. Using a mix-method approach, the samples include novice teachers and principals from 16 schools for the qualitative phase, and 1570 teachers from 188 schools from 3 samples for the quantitative phase in Israel. Findings, using MPLUS, indicated at the individual and school levels a three-factor model of ESCI comprising the following factors: Collegial relationships between teachers, Mentoring policies, and Principal-teacher relationships. Ecological School Culture Index showed factorial and incremental predictive validity. Implications for theory and practice are discussed.",

author = "Erez Zavelevsky and Pascale Benoliel and {Shapira - Lishchinsky}, Orly",

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doi = "https://doi.org/10.1016/j.tate.2022.103783",

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AU - Benoliel, Pascale

AU - Shapira - Lishchinsky, Orly

PY - 2022/9

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N2 - Novice teachers' retention can lead to school success. This study aimed to develop and validate an Ecological School Culture Index predicting novice teachers’ retention. Using a mix-method approach, the samples include novice teachers and principals from 16 schools for the qualitative phase, and 1570 teachers from 188 schools from 3 samples for the quantitative phase in Israel. Findings, using MPLUS, indicated at the individual and school levels a three-factor model of ESCI comprising the following factors: Collegial relationships between teachers, Mentoring policies, and Principal-teacher relationships. Ecological School Culture Index showed factorial and incremental predictive validity. Implications for theory and practice are discussed.

AB - Novice teachers' retention can lead to school success. This study aimed to develop and validate an Ecological School Culture Index predicting novice teachers’ retention. Using a mix-method approach, the samples include novice teachers and principals from 16 schools for the qualitative phase, and 1570 teachers from 188 schools from 3 samples for the quantitative phase in Israel. Findings, using MPLUS, indicated at the individual and school levels a three-factor model of ESCI comprising the following factors: Collegial relationships between teachers, Mentoring policies, and Principal-teacher relationships. Ecological School Culture Index showed factorial and incremental predictive validity. Implications for theory and practice are discussed.

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Retaining novice teachers: The meaning and measure of ecological school culture construct

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