Abstract
Purpose. The purpose of this study was to examine the effect of selected conditions of the workplace of the beginning teacher on the decisions of teachers to remain in teaching. The conditions examined were: collegial relationships, mentor relationships, classroom management assistance, communication skills for use with parents, discipline planning, time management skills, supervision by site administrator and selected content of new-teacher induction programs. Research methodology. Descriptive research was used for this study. A questionnaire mailed to a study sample of teachers in two southern California counties gathered data. One hundred twenty-six (44 percent) of the questionnaires were returned in usable condition. A t-test established the reliability of the questionnaire items. Results were reported in percentages and rank ordering of means. Findings. The support offered to beginning teachers by mentor or experienced teachers was identified by both beginning and experienced teachers as having the strongest effect on their decision to remain in teaching. Positive acceptance and support of the beginning teacher by the teaching staff was also identified as having a strong effect on the decision of all study participants to remain in teaching. Conclusions. Specific conditions of the workplace of the beginning teacher have a strong effect on their decision to remain in teaching. Those conditions involve support by staff and experienced or mentor teachers. The satisfaction found in teaching children was a factor which motivated many teachers to remain in teaching in spite of negative conditions of the workplace. Recommendations. Beginning teachers need the support offered by mentor or experienced teachers. Beginning teachers need to feel that they are accepted and supported by the experienced teaching staff. Beginning teachers need to be assisted with planning classroom discipline. Beginning teachers need to have the evaluation process explained to them prior to being evaluated.