Electronic Theses and Dissertations

Sean Holden

Date

2018

Document Type

Dissertation

Degree Name

Doctor of Philosophy

Department

Educational Psychology & Research

Committee Chair

Christian Mueller

Committee Member

Leigh Harrell-Williams

Committee Member

Chia-chen Yang

Committee Member

Jason Braasch

Abstract

Researchers have long observed issues with teacher retention, particularly early in ones career (Ingersoll, 2003; Gray & Taie, 2015). In order to address this issue, many researchers have investigated retention by exploring the development of ones perceptions and beliefs about the profession. Encompassing this trend, interest has been placed on teachers professional identity, a comprehensive construct acknowledging the influence of personal factors and internalized external experience (Schaefer et al., 2014). Based in this perspective, Hong (2010) proposed that ones beliefs about teaching and perceptions of self-efficacy, value, empowerment, burnout, and commitment are particularly salient in the decision to remain in or leave the field. Working from Hongs (2010) conceptual work, the present study sought to examine empirically an expanded model of pre-service identity, stress, and commitment to understand individuals intent to remain in teaching. The present study also sought to explore a potential means of facilitating adaptive professional identity and occupational outcomes, tapping mindfulness for its known benefits for teachers (e.g. Flook et al., 2013) and identity development (e.g. Hanley & Garland, 2017). Participants were 131 undergraduate, pre-service teachers enrolled in a teaching program at one of six universities. Results suggested that empowerment and value significantly predicted levels of teaching stress, which predicted overall identity clarity in teaching. This clarity then predicted commitment, which was highly related to intent to remain in the profession. Regarding mindfulness, results indicated that higher levels were generally related with more adaptive identity components, less stress, and greater self-concept clarity. Findings are further discussed in the context of the existing literature, as are limitations and future directions.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest

Notes

Open Access

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