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Journal of Research in Childhood Education Volume 36, 2022 - Issue 2
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Original Articles

To Stay or to Leave: Factors Shaping Early Childhood Teachers’ Turnover and Retention Decisions

Diana D. SchaackUniversity of Colorado Denver, Denver, ColoradoCorrespondence[email protected]
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Courtney V. DonovanUniversity of Colorado Denver, Denver, ColoradoView further author information
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Tobiloba AdejumoUniversity of Colorado Denver, Denver, ColoradoORCID Iconhttps://orcid.org/0000-0002-1612-7685View further author information
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Mari OrtegaUniversity of Colorado Denver, Denver, ColoradoView further author information
Pages 327-345 | Received 29 Jul 2020, Accepted 24 Jun 2021, Published online: 30 Jul 2021

Citations (12)

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Read on this site (3)

Christopher P. Brown, Da Hei Ku, Kate Puckett & David P. Barry. (2024) First-Year Teachers’ Challenges With Implementing Developmentally Appropriate Practices in Their Public School Classrooms. Journal of Research in Childhood Education 38:1, pages 104-122.
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Xiangyu Zhao & Lieny Jeon. (2023) Examining the Associations between Teacher Job Satisfaction, Workplace Climate, and Well-Being Resources within Head Start Programs. Early Education and Development 0:0, pages 1-17.
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C. Heilala, M. Lundkvist, N. Santavirta & M. Kalland. Work demands and work resources in ECEC – turnover intentions explored. European Early Childhood Education Research Journal 0:0, pages 1-14.
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Articles from other publishers (9)

Erin E. Hamel, Pearl Avari, Holly Hatton-Bowers & Rachel E. Schachter. (2023) ‘The Kids. That’s My Number One Motivator’: Understanding Teachers’ Motivators and Challenges to Working in Early Childhood Education. Early Childhood Education Journal.
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Daicia Price, Yatesha Robinson, Hurley Riley, Julie Ribaudo, Christopher Giang, Todd Herrenkohl & Alison Miller. (2023) Start Early: Providing Trauma-Informed, Systems-Focused Professional Development in Early Childhood Development and Learning Contexts. OBM Integrative and Complementary Medicine 08:04, pages 1-14.
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Marisa Schlieber, Tobi Adejumo, Jenna Knight, Enrique Valencia Lopez & Elizabeth Pufall Jones. (2023) “…Because we do so together”: A Mixed-Methods Analysis of Assistant Teacher’s Work Environment, Conditions, and Teamwork Experiences. International Journal of Child Care and Education Policy 17:1.
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Ann M. Partee, Shubhi Sachdeva, Marissa A. Bivona, Kelsey A. Clayback, Sasha Miller-Marshall, Kyra Parker, Pilar Alamos, Cloe Frank, Jason T. Downer & Amanda P. Williford. (2023) Implementation of an early childhood mental health consultation pilot in Virginia: Critical tensions and implications for scale-up. Frontiers in Education 8.
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Cassie Sorrells, Samara Madrid Akpovo & Meghan Leclerc. (2023) The infant/toddler teacher as willful subject: A critical narrative analysis of gendered discursive regimes in US-based early care and education. Contemporary Issues in Early Childhood, pages 146394912211487.
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Can He, Jie Xiong, Yue Zhang, Haiyuan Dou & Jiahui Du. (2023) Destructive Leadership and Turnover Intention among Chinese Rural Kindergarten Teachers: The Mediation of Ego Depletion and the Moderation of Kindergarten Affiliation. International Journal of Environmental Research and Public Health 20:3, pages 2030.
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Can He & Hua Wei. (2022) Negative workplace gossip and turnover intention among Chinese rural preschool teachers: The mediation of ego depletion and the moderation of bianzhi. Frontiers in Psychology 13.
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Laura Bellows, Daphna Bassok & Anna J. Markowitz. (2022) Teacher Turnover in Early Childhood Education: Longitudinal Evidence From the Universe of Publicly Funded Programs in Louisiana. Educational Researcher 51:9, pages 565-574.
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Olivia Boggs. 2022. Collaborative Approaches to Recruiting, Preparing, and Retaining Teachers for the Field. Collaborative Approaches to Recruiting, Preparing, and Retaining Teachers for the Field 167 181 .

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