Factors affecting teachers' decisions to leave the profession

By A. Smithers, Pamela Robinson. 2003

161 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/032cc14a3a271720e89551d13de29dbdcf88343e

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Citations in the corpus

Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions (2020, result): “However, workload was not as dominant a factor in turnover intentions in the present study as in previous ones (Smithers and Robinson 2003; Skaalvik and Skaalvik 2011).”
A closer look at the role of mentor teachers in shaping preservice teachers' professional identity (2015, background): “While factors such as workload, school situation, and salary have affected the teachers' decisions to leave (Smithers & Robinson, 2003), early positive experiences in teacher education have been considered strong motivational forces in continuing to teach (Ewing &Manuel, 2005).”
Teachers' exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching (2014, background): “…the UK, and Spain, exit numbers in the first five years of teaching are usually between 30 and 40 per cent; while they are about 50 per cent in Germany, Italy and the Netherlands (Kyricacou & Kunc, 2007; Purcell, Wilton, Davies, & Elias, 2005; Smithers & Robinson, 2003; Stokking et al., 2003).”
Challenges to teacher resilience: conditions count (2011, background): “Themes of ‘teacher attrition’ or ‘stress’ have dominated the educational research literature over the last decade (e.g., Kyriacou, 2000; Troman & Woods, 2001; Ingersoll, 2003; Smithers & Robinson, 2003, 2005; Wassell & LaVan, 2009).”
Improving teacher recruitment and retention: the importance of workload and pupil behaviour (2006, background): “defined by Smithers and Robinson (2004) as ‘full-time teachers leaving but not moving to a full-time post in another maintained school’.”