Teachers serving in economically-disadvantaged and ethnically-diverse schools reported an increase in positive student engagement across the semester, while teachers serving in less disadvantaged and diverse schools reported a decrease in positive engagement with colleagues. Across the semester, teachers who reported positive perceptions of their ability to attend to students academically and behaviorally were more likely to be cognitively and emotionally engaged in teaching, engage in empathy and caring toward colleagues and students, experience higher levels of job satisfaction, and lower levels of burnout. Additionally, teachers who reported higher school academic expectations reported higher job satisfaction and lower burnout. Results of the analyses are below:

• Teaching Style had a statistically significant positive relationship with Internal Engagement (p < 0.001, R2 = 0.38), External Engagement (p < 0.05, R2 = 0.18), Job Satisfaction (p < 0.001, R2 = 0.44), Burnout-Recoded (p < 0.001, R2 = 0.22), and Intentions to Remain (p < 0.001, R2 = 0.24).
• Teaching Confidence had a statistically significant positive relationship with Internal Engagement (p < 0.001, R2 = 0.39), and External Engagement (p < 0.001, R2 = 0.36).
• Teaching Confidence had a statistically significant negative relationship with Intentions to Remain (p < 0.05, R2 = 0.16).
• Teaching Style had a statistically significant positive relationship with Job Satisfaction (p < 0.05, R2 = 0.02) and Burnout-Recoded (p < 0.05, R2 = 0.08).
• Academic Expectations had a statistically significant negative relationship with Burnout (p < 0.05, R2 = 0.08) and Intentions to Remain (p < 0.05, R2 = 0.16).

Qualitative analyses identified four themes present across the two phases. In the start of the semester, concerns about school culture and climate were prominent but was replaced with growth in confidence as the semester ended. Perceptions of lack of support by administrators and colleagues increased across the two timepoints, while feelings about students remained consistent.

Early career teacher’s confidence in their ability to meet the needs of students and their perceptions and experiences as a teacher impact their job satisfaction, level of burnout, and intentions to remain within the teaching profession. The level of engagement with students and colleagues was statistically different in economically-disadvantaged and ethnically-diverse schools.

There are several limitations to this study. The survey sample was insufficient and therefore the results are not generalizable to the community of early career educators in Nevada. Additionally, not all participants were serving in a classroom and thus found some survey questions to not be applicable.

Consistent state data points to the impact school demographics have on recruitment and retention. Our findings highlight that administrative leadership and expectations for academic success serve to impact feelings of satisfaction, burnout, and attrition.

Further investigation needs to be conducted to explore the degree to which administrative leadership and school level expectations may directly impact teacher satisfaction, burnout, and attrition for early career educators.