NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ920794
Record Type: Journal
Publication Date: 2011-Apr
Pages: 16
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0361-476X
The Occupational Commitment and Intention to Quit of Practicing and Pre-Service Teachers: Influence of Self-Efficacy, Job Stress, and Teaching Context
Klassen, Robert M.; Chiu, Ming Ming
Contemporary Educational Psychology, v36 n2 p114-129 Apr 2011
The purpose of the present study was to explore the occupational commitment and quitting intention of practicing and pre-service teachers. We used a cross-sectional survey design to examine the impact of teachers' self-efficacy, job stress, and contextual factors on occupational commitment and quitting intention of 434 practicing teachers and 379 pre-service teachers. Results revealed that similar factors--self-efficacy, job stress, and teaching context--influence the occupational commitment and quitting intention of practicing and pre-service teachers. Pre-service teachers displayed higher levels of commitment and less overall stress than practicing teachers. We conclude the article with implications for theory and practice, and suggest avenues to extend this line of career stage research.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A