Is well begun half done? A latent cross-lagged study of first-year teachers’ occupational commitment, vocational satisfaction, and teacher self-efficacy

Abstract

Occupational commitment, vocational satisfaction, and teacher self-efficacy are critical factors in understanding beginning teachers’ retention intention. However, little is known about their causal relationships. Using a latent cross-lagged design, we collected two-wave survey data among 1322 first-year teachers over one year (T1: June 2022, upon graduation from the Free Teacher Education program in China; T2: July 2023, upon completion of the first year of teaching). The three constructs were found interrelated from a cross-sectional perspective. However, through a longitudinal lens, baseline vocational satisfaction and teacher self-efficacy were negatively predictive of occupational commitment one year later. Suggestions and implications are discussed.