Citations (28)
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Michal Levi-Keren, Rinat Michael & Meira Efrati-Virtzer. (2022) The role of cooperating teachers and the training program in the development of professional identity among pre-service special education teachers. Educational Studies 0:0, pages 1-22.
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Sylvia Y. F. Tang, Angel K. Y. Wong, Dora D. Y. Li & May M. H. Cheng. (2022) Teacher buoyancy: harnessing personal and contextual resources in the face of everyday challenges in early career teachers’ work. European Journal of Teacher Education 0:0, pages 1-19.
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Nurit Dvir & Orna Schatz-Oppenheimer. (2020) Beginning teachers’ narratives, coping with social justice. European Journal of Teacher Education 43:3, pages 318-332.
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Rinat Michael, Michal Levi-Keren, Meira Efrati-Virtzer & Rachel Gali Cinamon. (2020) The contribution of field experience in special education programs and personal variables to the teaching self-efficacy of higher education students. Teacher Development 24:2, pages 223-241.
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Kairit Tammets, Kai Pata & Eve Eisenschmidt. (2019) Novice teachers’ learning and knowledge building during the induction programme. European Journal of Teacher Education 42:1, pages 36-51.
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Mary Gutman. (2018) Ethical dilemmas in senior teacher educators’ administrative work. European Journal of Teacher Education 41:5, pages 591-603.
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Geert Kelchtermans. (2017) ‘Should I stay or should I go?’: unpacking teacher attrition/retention as an educational issue. Teachers and Teaching 23:8, pages 961-977.
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Articles from other publishers (21)
Hugh A.D. Gundlach, Gavin R. Slemp & John Hattie. (2024) A Meta-analysis of the Antecedents of Teacher Turnover and Retention. Educational Research Review, pages 100606.
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Ester Moraal, Cor Suhre & Klaas van Veen. (2024) The importance of an explicit, shared school vision for teacher commitment. Teaching and Teacher Education 137, pages 104387.
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Dalia Bagdžiūnienė, Aušra Kazlauskienė, Dalia Nasvytienė & Emilija Sakadolskis. (2023) Resources of emotional resilience and its mediating role in teachers’ well-being and intention to leave. Frontiers in Psychology 14.
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Celeste D.C. Sodergren, Todd Kettler, Tracey Sulak & Anna Payne. (2023) Teacher Self-Efficacy, Innovativeness, and Preparation to Teach Cross-Curriculum Skills. International Journal of Contemporary Educational Research 10:1, pages 197-209.
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Haya Kaplan, Vardit Israel, Haled El-Sayed & Huwaida Alatawna Alhoashle. 2023. Self-Determination Theory and Socioemotional Learning. Self-Determination Theory and Socioemotional Learning
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Marcelo Soares, Bruno Felix & Rozélia Laurett. (2022) Perception of calling and turnover intention: the moderating role of perceived mobility. Cadernos EBAPE.BR 20:6, pages 882-897.
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Marcelo Soares, Bruno Felix & Rozélia Laurett. (2022) Percepção de chamado e a intenção de deixar o emprego: papel moderador da mobilidade de emprego. Cadernos EBAPE.BR 20:6, pages 882-897.
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Ruoxuan Li & Meilin Yao. (2022) What promotes teachers’ turnover intention? Evidence from a meta-analysis. Educational Research Review 37, pages 100477.
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Haya Kaplan. (2022) The unique effects of supporting beginning teachers’ psychological needs through learning communities and a teacher-mentor’s support: A longitudinal study based on self-determination theory. Frontiers in Psychology 13.
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Bo Zhang. (2022) Chinese English teachers’ occupational intention during distance education: The role of burnout and job-related stress. Frontiers in Psychology 13.
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Tamer KILIÇ & İrge ŞENER. (2022) The Effect of Perceived Working Conditions on Burnout and Turnover Intention: A Research on Food Retail Employees. Cankiri Karatekin Universitesi Iktisadi ve Idari Bilimler Fakultesi Dergisi.
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Jeffrey Casely-Hayford, Christina Björklund, Gunnar Bergström, Per Lindqvist & Lydia Kwak. (2022) What makes teachers stay? A cross-sectional exploration of the individual and contextual factors associated with teacher retention in Sweden.. Teaching and Teacher Education 113, pages 103664.
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Gustavo González-Calvo, Raúl A. Barba-Martín, Daniel Bores-García & David Hortigüela-Alcalá. (2021) The (virtual) teaching of physical education in times of pandemic. European Physical Education Review 28:1, pages 205-224.
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Daniel J. Madigan & Lisa E. Kim. (2021) Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education 105, pages 103425.
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Harmen Schaap, Anna C. van der Want, Helma W. Oolbekkink-Marchand & Paulien C. Meijer. (2021) Changes over time in the professional identity tensions of Dutch early-career teachers. Teaching and Teacher Education 100, pages 103283.
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Haya Kaplan. (2021) Suppression of Psychological Needs Among Beginning Teachers: A Self-Determination Theory Perspective on the Induction Process in Bedouin Schools. Frontiers in Psychology 12.
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Michelle Attard Tonna. 2021. Teacher Induction and Mentoring. Teacher Induction and Mentoring
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S. Marent, A. Deketelaere, K. Jokikokko, R. Vanderlinde & G. Kelchtermans. (2020) Short interims, long impact? A follow-up study on early career teachers' induction. Teaching and Teacher Education 88, pages 102962.
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Fauzia Jabeen, Maryam Al Hashmi & Vinita Mishra. (2020) Should I stay or should I go? The antecedents of turnover intention among police personnel. Safer Communities 19:1, pages 1-14.
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Laura Thomas, Melissa Tuytens, Geert Devos, Geert Kelchtermans & Ruben Vanderlinde. (2018) Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession. Educational Management Administration & Leadership 48:1, pages 106-132.
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Safiah Omar. (2018) The Influence of Career Adaptability and Work Happiness on ICT Professionals' Intention to Leave. International Journal of Human Capital and Information Technology Professionals 9:1, pages 23-36.
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