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Self-efficacy, affective well-being, and intent-to-leave by science and mathematics teachers: a structural equation model

Karakus, Mehmet, Ersozlu, Zara, Usak, Muhammet and Ocean, Jude 2021, Self-efficacy, affective well-being, and intent-to-leave by science and mathematics teachers: a structural equation model, Journal of baltic science education, vol. 20, no. 2, pp. 237-251, doi: 10.33225/jbse/21.20.237.

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Title Self-efficacy, affective well-being, and intent-to-leave by science and mathematics teachers: a structural equation model
Author(s) Karakus, Mehmet
Ersozlu, ZaraORCID iD for Ersozlu, Zara orcid.org/0000-0002-9120-2921
Usak, Muhammet
Ocean, Jude
Journal name Journal of baltic science education
Volume number 20
Issue number 2
Start page 237
End page 251
Total pages 15
Publisher Scientia Socialis
Place of publication Siauliai, Lithuania
Publication date 2021
ISSN 1648-3898
2538-7138
Keyword(s) intent-to-leave
science and mathematics teachers
self-efficacy
wellbeing
Social Sciences
Education & Educational Research
Summary The current research aims to explore the impact of Science and Mathematics teachers’ self-efficacy on their intentions to leave through the mediating effects of their affective wellbeing (stress, burnout, and depression). Data were collected from 329 teachers of Science and Mathematics who were selected randomly with a clustered sampling method from 232 secondary schools in South and East Anatolia, Turkey. The structural equation model that yielded the best fit indicated that as teachers’ self-efficacy levels increase, their stress, burnout, depression, and intent-to-leave levels decrease. Teachers with high self-efficacy are less likely to develop intention-to-leave because of their positive affective well-being indicators. Results suggest that maths and science teachers who have optimistic beliefs in their capabilities can more easily cope with the stressors at work and have better affective well-being, and consequently, a lower level of intention-to-leave. The results provide educational leaders with insights as to how better to retain qualified Science and Mathematics teachers. Keywords: intent-to-leave, self-efficacy, science and mathematics teachers, wellbeing
Language eng
DOI 10.33225/jbse/21.20.237
Indigenous content off
Field of Research 1302 Curriculum and Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30149744

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
Open Access Collection
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.