This section contains the theoretic

This section contains the theoretical framework for the study. The theoretical framework
was developed from a review of literature on teacher retention and job satisfaction of new
teachers. The factors found in the reviewed studies were organized into seven major areas that
became the domains. The domains are: (1) compensation, (2) preservice preparation, (3)
external forces, (4) school culture, (5) inservice training, (6) motivation to teach, and (7)
emotional factors. Each domain is hypothesized as a driving force of job satisfaction (Bobbitt,
Leich, Whitener, & Lynch, 1994; Choy, Bobbitt, Henke, Medrich, Horn, & Lieberman, 1993;
Evans & Johnson, 1990; Faupel, 1992; Gaede, 1978; Harris & Associates, 1992, 2001; Luekens
et al., 2004; Mantle-Bromley, Gould, McWhorter & Whaley, 2000; Mitchell et al., 1998;
National Education Association, 1963; Perie & Baker, 1997), and the underlying assumption is
that job satisfaction leads to teacher retention (Choy et al.; Harris & Associates, 2001; Taylor,
2004). If a teacher is satisfied with these aspects of his or her career, the decision is often made
to be a stayer. If a teacher is dissatisfied with these aspects of his or her career, the decision is
often made to become a leaver. The relationships between the factors in the domains and job
satisfaction or teacher retention is the theoretical framework in this study. Throughout this
chapter, each domain is discussed, including the effect of the domain on teacher retention or job
satisfaction. Related research, theory, and commentary are provided where they are available.