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Abstract
This study investigated the relationships of teacher efficacy, perceived organizational control, and the teacher-student age gap with teachers’ retirement attitudes. Stratified random sampling was adopted to collect survey responses. A total of 498 valid surveys from 33 elementary schools were collected. Correlational analyses revealed significant positive correlations of efficacy for classroom management (teacher efficacy subdomain), efficacy for student engagement (teacher efficacy subdomain), efficacy for instructional strategies (teacher efficacy subdomain), and the teacher-student age gap with three subdomains of teacher retirement attitude. In addition, there were significant positive correlations of efficacy for instructional strategies and perceived organizational control with the cognitive and behavior subdomains of retirement attitude. Hierarchical regression analysis revealed that efficacy for classroom management can positively predict the affective and cognitive subdomains of retirement attitude. Perceived organizational control can positively predict retirement attitude and its cognitive and behavior subdomains. Finally, the teacher-student age gap can predict retirement attitude and all its subdomains. Discussion of the results and recommendations for future research are provided.