Citations (65)
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Dominic Andrew Nyikach, Ketil Lenert Hansen & Kwesi Alexander Kassah. (2024) Transition to adulthood: experiences of service providers working with immigrant disabled adolescents and young adults in Norway. Disability & Society 39:2, pages 340-360.
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Lennart Van Eycken, Ama Amitai & Mieke Van Houtte. (2024) Be true to your school? Teachers’ turnover intentions: the role of socioeconomic composition, teachability perceptions, emotional exhaustion and teacher efficacy. Research Papers in Education 39:1, pages 24-49.
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Tine Mombaers, Roos Van Gasse, Kristin Vanlommel & Peter Van Petegem. (2023) ‘To teach or not to teach?’ An exploration of the career choices of educational professionals. Teachers and Teaching 29:7-8, pages 788-820.
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Dag Yngve Dahle & Arild Wæraas. (2023) Ticket to rate: antecedents to turnover intention among teachers. International Journal of Leadership in Education 0:0, pages 1-23.
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Steven Vanmol, Sanne De Vos, Simon Beausaert & Johan De Wilde. (2022) How does newly qualified teachers’ collegial network foster their feedback-seeking behaviour and job satisfaction?. Teachers and Teaching 28:6, pages 703-723.
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Ronit Bogler & Izhak Berkovich. (2022) A Systematic Review of Empirical Evidence on Teachers’ Organizational Commitment 1994–2018. Leadership and Policy in Schools 21:3, pages 440-457.
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Moira Hulme & Jeffrey Wood. (2022) The importance of starting well: the influence of early career support on job satisfaction and career intentions in teaching. Journal of Further and Higher Education 46:4, pages 504-521.
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Christian Lazcano, Patricia Guerrero & Paulo Volante. (2022) Influence of instructional leadership on teacher retention. International Journal of Leadership in Education 0:0, pages 1-19.
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Christian Brandmo, Dijana Tiplic & Eyvind Elstad. (2021) Antecedents of department heads’ job autonomy, role clarity, and self-efficacy for instructional leadership. International Journal of Leadership in Education 24:3, pages 411-430.
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Christian Brandmo, Marit Aas, Tor Colbjørnsen & Rolf Olsen. (2021) Group Coaching that Promotes Self-Efficacy and Role Clarity among School Leaders. Scandinavian Journal of Educational Research 65:2, pages 195-211.
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Dijana Tiplic, Eyvind Elstad, Christian Brandmo, María Steingrímsdóttir & Guðmundur Engilbertsson. (2020) Perceived Organizational Antecedents of Emerging Collaborative Learning Activities Among Icelandic Beginning Teachers. Scandinavian Journal of Educational Research 64:6, pages 801-815.
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Stéphane Colognesi, Catherine Van Nieuwenhoven & Simon Beausaert. (2020) Supporting newly-qualified teachers’ professional development and perseverance in secondary education: On the role of informal learning. European Journal of Teacher Education 43:2, pages 258-276.
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Cristobal Madero. (2019) Secondary teacher’s dissatisfaction with the teaching profession in Latin America: the case of Brazil, Chile, and Mexico. Teachers and Teaching 25:3, pages 358-378.
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Katrine Nesje, Christian Brandmo & Jean-Louis Berger. (2018) Motivation to Become a Teacher: a Norwegian Validation of the Factors Influencing Teaching Choice Scale. Scandinavian Journal of Educational Research 62:6, pages 813-831.
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Eli Lejonberg, Eyvind Elstad, Lise Vikan Sandvik, Trond Solhaug & Knut-Andreas Christophersen. (2018) Developmental relationships in schools: pre-service teachers’ perceptions of mentors’ effort, self-development orientation, and use of theory. Mentoring & Tutoring: Partnership in Learning 26:5, pages 524-541.
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May Britt Postholm. (2018) Reflective thinking in educational settings: an approach to theory and research on reflection. Educational Research 60:4, pages 427-444.
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Per Gerrevall. (2018) Making Sure It’s the Right One: Induction Programme as a Gatekeeper to the Teaching Profession. Scandinavian Journal of Educational Research 62:4, pages 631-648.
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Sunisa Pravichai & Vanchai Ariyabuddhiphongs. (2018) Transformational leadership and turnover intention: the mediating effects of right speech (Samma Vaca) and trust in the leader. Journal of Management, Spirituality & Religion 15:3, pages 253-272.
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Gunnar Engvik & Anne Berit Emstad. (2017) The importance of school leaders’ engagement in socialising newly qualified teachers into the teaching profession. International Journal of Leadership in Education 20:4, pages 468-490.
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Debbie De Neve & Geert Devos. (2017) Psychological states and working conditions buffer beginning teachers’ intention to leave the job. European Journal of Teacher Education 40:1, pages 6-27.
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Knut-Andreas Christophersen, Eyvind Elstad, Trond Solhaug & Are Turmo. (2016) Antecedents of student teachers’ affective commitment to the teaching profession and turnover intention. European Journal of Teacher Education 39:3, pages 270-286.
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Articles from other publishers (44)
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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Marina Đuranović, Irena Klasnić & Tomislava Vidić. (2024) Principal Support and Teacher Self-Efficacy as Predictors of Collective Teacher Efficacy. European Journal of Educational Research volume-13-2024:volume-13-issue-2-april-2024, pages 693-703.
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Dag Yngve Dahle & Sivert Skålvoll Urstad. (2023) Judge and fury: instrumentality, feedback formats and turnover intention in schools. Evidence-based HRM: a Global Forum for Empirical Scholarship 12:1, pages 23-44.
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Xiaoling Ren, Zhonglian Yan, Zedong Zhang, Jiewen Chen & Yun Tian. (2024) Current situation and influencing factors of each turnover of kindergarten teachers – a questionnaire survey. Frontiers in Psychology 15.
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Fang Wang & Zhicheng Wang. (2023) A mediation moderation model between work–family conflict and turnover intention among public and private kindergarten school teachers in China. Journal of Organizational Change Management 37:1, pages 116-132.
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Martin Skogheim. (2023) “It matters if I am here“: Norwegian Urban Lower Secondary School Teachers and Leaders’ Experiences of Belonging. Nordic Journal of Comparative and International Education (NJCIE) 7:4.
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İsmail ÖZDEMİR. (2023) WORK/FAMILY BORDER THEORY OR WORK-LIFE SPILLOVER THEORY: A META-ANALYTICAL APPROACH TO TURNOVER INTENTIONİŞ/AILE SINIR TEORISI VEYA İŞ-YAŞAM YAYILIMI TEORISI: İŞTEN AYRILMA NIYETINE DAIR META-ANALITIK BIR YAKLAŞIM. Elektronik Sosyal Bilimler Dergisi 22:88, pages 1392-1407.
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Demos Michael, Theodoros Goutas, Nikolaos Tsigilis, Victoria Michaelidou, Athanasios Gregoriadis, Vicky Charalambous & Charalambos Vrasidas. (2023) Effects of the universal positive behavioral interventions and supports on collective teacher efficacy. Psychology in the Schools 60:9, pages 3188-3205.
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Ashley A. Grant & Andrew Brantlinger. (2023) It's tough to make predictions, especially about the future: The difference between teachers' intended and actual retention. Teaching and Teacher Education 130, pages 104156.
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Chao Cheng, Yanjie Diao & Xing Ding. (2023) What motivates rural teachers to retain? A study on Chinese rural teachers' turnover from grounded theory and FsQCA. Frontiers in Psychology 13.
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Hasan KAVGACI & Ayhan ÖZTÜRK. (2023) How Distributed Leadership and Teachers’ Psychological Capital Influence Turnover Intention? Understanding The Mediating Role of Trust in Principal and Work Engagement. Participatory Educational Research 10:1, pages 190-212.
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Alessandra Díaz Sacco & Guillermo Zamora Poblete. (2023) UN ESTUDIO SOBRE LAS MOTIVACIONES PARA DEJAR LA PROFESIÓN DOCENTE EN CHILE. Educação & Sociedade 44.
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Lynn Dittrich, Toril Aagaard & Hjørdis Hjukse. (2022) The perceived affordances of simulation-based learning: online student teachers’ perspectives. International Journal of Educational Technology in Higher Education 19:1.
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Helena Granziera, Rebecca J. Collie & Andrew J. Martin. (2022) Teacher well-being: A complementary variable- and person-centered approach harnessing Job Demands-Resources theory. Contemporary Educational Psychology 71, pages 102121.
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Yan Zhao, Zhenjie Lu, Xiulan Cheng & Jiaqi Li. (2022) The Effect of Organizational Trust on Turnover Intention of Rural Kindergarten Teachers: The Mediating Role of Teaching Efficacy and Job Satisfaction. International Journal of Environmental Research and Public Health 19:19, pages 12403.
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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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Claudia Palma-Vasquez, Diego Carrasco & Mónica Tapia-Ladino. (2022) Teacher Mobility: What Is It, How Is It Measured and What Factors Determine It? A Scoping Review. International Journal of Environmental Research and Public Health 19:4, pages 2313.
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Jill V. Hamm, Kerrylin Lambert, Todd D. Little, Thomas W. Farmer & Mallory V. Harris. (2021) A Longitudinal Study of Interdisciplinary Team Relational Supports of Sixth-Grade Teachers’ Sense of Efficacy and Perceived Collective Efficacy of Team Members. The Elementary School Journal 122:2, pages 141-164.
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Jian-Bin Li, An Yang, Rui Zhang, Tuen Yung Leung & Zhouxing Li. (2021) Occupational Well-Being in Beginning Early Childhood Educators of Hong Kong and the Prediction of Job-Related Factors: Variable-Centered and Person-Centered Approaches. Frontiers in Psychology 12.
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Maria Therese Jensen. (2021) Pupil-teacher ratio, disciplinary problems, classroom emotional climate, and turnover intention: Evidence from a randomized control trial. Teaching and Teacher Education 105, pages 103415.
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Alessandra Díaz Sacco. (2021) Movilidad de profesores principiantes: una revisión sistemática de la literatura. Revista Complutense de Educación 32:3, pages 395-404.
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Světlana Hanušová, Michaela Píšová, Tomáš Kohoutek, Eva Minaříková, Stanislav Ježek, Tomáš Janík, Jan Mareš & Miroslav Janík. (2020) Novice teachers in the Czech Republic and their drop‐out intentions. European Journal of Education 55:2, pages 275-291.
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Jennifer Donohoo, Tim O'Leary & John Hattie. (2020) The design and validation of the enabling conditions for collective teacher efficacy scale (EC-CTES). Journal of Professional Capital and Community 5:2, pages 147-166.
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Světlana Hanušová, Michaela Píšová & Tomáš Kohoutek. (2019) Novice Teachers of English as a Foreign Language in the Czech Republic and their Drop-Out Intentions. Journal of Language and Cultural Education 7:2, pages 51-77.
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Gerald Dapaah Gyamfi. (2019) Assessing the Relationship Between Retention Factors and Organizational Commitment of University Faculty. International Journal of Sustainable Entrepreneurship and Corporate Social Responsibility 4:2, pages 23-40.
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Lixia Qin. (2019) Factors relating to teachers’ intention to change school: A multilevel perspective. Policy Futures in Education 17:3, pages 318-338.
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Muhammad Abdul Hanif Haji Yussop, Nur Hafizah Haji Mohd Zali, Pg Md Adib Ridaddudin Pg Johari, Khairul Amilin Tengah & Masitah Shahrill. Identifying the factors that cause stress to mathematics teachers. Identifying the factors that cause stress to mathematics teachers.
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Guang Yang, Masood Badri, Asma Al Rashedi & Karima Almazroui. (2018) The Social and Organisational Determinants of School Commitment of Expatriate Teachers. Journal of Research in International Education 17:1, pages 33-48.
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Katrine Nesje, Esther T. Canrinus & Jon Strype. (2018) “Trying on teaching for fit” – Development of professional identity among professionals with multiple career opportunities. Teaching and Teacher Education 69, pages 131-141.
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Michael J. Kennedy, Shanna Eisner Hirsch, Wendy J. Rodgers, Andy Bruce & John Wills Lloyd. (2017) Supporting high school teachers' implementation of evidence-based classroom management practices. Teaching and Teacher Education 63, pages 47-57.
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Eli Lejonberg, Eyvind Elstad & Tove Seiness Hunskaar. (2017) Behov for å utvikle «det tredje rom» i relasjonenmellom universitet og praksisskoler. Uniped 40:1, pages 68-85.
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Eyvind Elstad & Knut-Andreas Christophersen. (2017) Perceptions of Digital Competency among Student Teachers: Contributing to the Development of Student Teachers’ Instructional Self-Efficacy in Technology-Rich Classrooms. Education Sciences 7:1, pages 27.
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I. Vlasenko. (2017) TEACHERS’ INTRAPERSONAL CONFLICTS: MOTIVATIONAL ASPECT. The Pedagogical Process: Theory and Practice:1.
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Knut-Andreas Christophersen, Eyvind Elstad, Trond Solhaug & Are Turmo. (2015) GENDER VARIATIONS IN NORWEGIAN PRE-SERVICE TEACHERS' MOTIVATIONAL ORIENTATIONS. Problems of Education in the 21st Century 63:1, pages 17-28.
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