Teaching and Self-efficacy, School Culture and Professional Commitment
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Beginning is the foundation of any profession, and a good beginning is crucial for success in one's professional life (Fottland, 2004; Gentzler, 2005; Knobloch & Wittington, 2003). Mowday, Porter, and Steers (1982) note that the early employment period has a major influence on the development of employee commitment (p. 47). This may be true with the teaching profession too (Fieman, 2003). Knobloch and Wittington (2003) state that the initial years of teaching are recognized as being important to one's teaching effectiveness, job satisfaction, professional commitment, and career longevity (p. 1...
Beginning is the foundation of any profession, and a good beginning is crucial for success in one's professional life (Fottland, 2004; Gentzler, 2005; Knobloch & Wittington, 2003). Mowday, Porter, and Steers (1982) note that the early employment period has a major influence on the development of employee commitment (p. 47). This may be true with the teaching profession too (Fieman, 2003). Knobloch and Wittington (2003) state that the initial years of teaching are recognized as being important to one's teaching effectiveness, job satisfaction, professional commitment, and career longevity (p. 1). Lifelong commitment to successful teaching may be achieved by successful experiences in early years of entry into the profession (Andrew & Quinn, 2005; Olebe, 2005); but the absence of support in some areas of the profession may make the desired success difficult to achieve (Andrew & Quinn, 2005; Olebe, 2005; Stein, Ginns, & McRobbie, 2003).
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