The relationships between perceived workplace conditions and morale, career choice commitment, and planned retention were examined for first-year teachers in the United States. A nationally representative sample of first-year teachers (K-12) was extracted from the United States Department of Education's Schools and Staffing Surveys database for 1987–88 and 1993–94. A school culture that supports collaboration and teacher participation in decision-making was most strongly related to higher morale, stronger commitment to teaching, and intentions to remain in the profession. The discussion highlights the importance of providing supportive workplace conditions during a formalized induction year that socialize new teachers into a collaborative and participatory work-ethic that sustains commitment.
Weiss, E. (1999). Perceived workplace conditions and first-year teachers' morale, career choice commitment, and planned retention: A secondary analysis. Teaching Teacher Education, 15(8), 861-879. Retrieved December 17, 2014, from http://dx.doi.org/10.1016/S0742-051X(99)00040-2
%0 Journal Article %A Weiss, Eileen Mary %D 1999 %T Perceived workplace conditions and first-year teachers' morale, career choice commitment, and planned retention: A secondary analysis %J Teaching Teacher Education %V 15 %N 8 %P 861-879 %U http://dx.doi.org/10.1016/S0742-051X(99)00040-2
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