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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.