Career Commitment of Teaching Nurse Faculty
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The purpose of this study was to investigate the relationships among education, teacher self-efficacy, and career satisfaction of nurse faculty to career commitment. The specific aim of this study is to propose and test a model that explains the variables needed to increase the career commitment of nurse faculty in academia. The hypotheses included the following statements. In the teaching nurse faculty population: H1. Education is (a) positively directly related to career commitment, (b) positively indirectly related to career commitment via career satisfaction and (c) positively indirectly related to career commitment via teacher self-efficacy. H2. Teacher self-efficacy is (a) positively directly related to career commitment and (b) positively indirectly related to career commitment via career satisfaction. H3. Career satisfaction is positively directly related to career commitment. This study used a cross-sectional survey design. An online survey containing three scales: career satisfaction, teacher efficacy beliefs and career commitment, was developed to obtain data. The analytic sample consisted of nurse faculty (N=470) from Northeastern and Southern Regions of the United States accredited by the Commission on Collegiate Nursing Education (CCNE). Descriptive analyses were conducted and assumptions were tested. Multivariate regressions and a path analysis were utilized to determine the relationships of the variables to career commitment. Teacher self-efficacy and career satisfaction both predict career commitment in the teaching nurse faculty sample. Career satisfaction did mediate the teacher self-efficacy and career commitment relationship in the teaching nurse faculty sample. The relationship between career satisfaction and career commitment was significant and statistically positive in the teaching nurse faculty. Education was not directly or indirectly related to career commitment in the teaching nurse faculty sample. However, education measured by the number of credit hours did significantly predict teacher self-efficacy. Model fit indices confirm the Career Commitment for Teaching Nurse Faculty model fits the data. This study is important to the increase and development of graduate nursing education programs. The results may guide the education needs of qualified, confident and satisfied nurse faculty who are committed to their careers, thus providing valuable insight to the education needs of nurse faculty.