Retaining novice teachers: The meaning and measure of ecological school culture construct

Novice teachers' retention can lead to school success. This study aimed to develop and validate an Ecological School Culture Index predicting novice teachers’ retention. Using a mix-method approach, the samples include novice teachers and principals from 16 schools for the qualitative phase, and 1570 teachers from 188 schools from 3 samples for the quantitative phase in Israel. Findings, using MPLUS, indicated at the individual and school levels a three-factor model of ESCI comprising the following factors: Collegial relationships between teachers, Mentoring policies, and Principal-teacher relationships. Ecological School Culture Index showed factorial and incremental predictive validity. Implications for theory and practice are discussed.