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.

Cite: Zavelevsky, E., Benoliel, P., & Shapira-Lishchinsky, O. (2022). Retaining novice teachers: The meaning and measure of ecological school culture construct. Teaching and Teacher Education, 117, 103783.‏