This paper examines the differences between the job satisfaction of STEM and non-STEM novice teachers with leaving intentions (hereafter STEM NTLI) by analyzing School and Staffing Survey 2011–12 data. The results of multiple regression analyses and various Z-tests show that support from the school and collaboration with colleagues are strong predictors for STEM and non-STEM NTLI. STEM NTLI focus more on professional development, autonomy in teaching, and the behavior of their students, whereas non-STEM NTLI focus more on participation in school policies. The implications for teachers and teacher educators are also discussed.
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