Abstract
This mixed-methods study used an integrated approach to investigate the drivers that impact the transition from student to child welfare professional and factors that motivated a highly trained cohort of child welfare professionals to stay or leave the child welfare workforce (post one–year employment). The concept of transfer of learning and self-determination theory guided the analysis of emergent themes and quantitative data, where appropriate. Results suggest it is essential that child welfare agencies cultivate an organizational culture and climate of support and that some of the most intrinsically motivated child welfare workers are likely to leave.
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