The occupational commitment and intention to quit of practicing and pre-service teachers: Influence

By Robert M. Klassen, Ming Ming Chiu. 2011

699 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/1183456fe4b4a14e5c74e346be77a6df94670cb9

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In Organizational Behavior and Human Resource Management

Citations in the corpus

Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016, positive): “Spurred by Bandura’s (1986) notion that self-efficacy not only affects behaviors and actions but also thoughts and feelings, these researchers have opened new lines of inquiry on factors associated with teachers’ psychological well-being (e.g., Klassen & Chiu, 2010, 2011; Skaalvik & Skaalvik, 2007).”
Rubrics vs. self-assessment scripts effect on self-regulation, performance and self-efficacy in pre-service teachers (2013, background): “First, pre-service teacher self-efficacy has been linked to their latter commitment during their adaptation to the workplace and performance (Klassen & Chiu, 2011).”
Measuring Teacher Engagement: Development of the Engaged Teachers Scale (ETS) (2013, background): “The scale has been shown to be valid in a range of settings and to be related to positive teacher outcomes such as teacher commitment and inversely with quitting intention (Klassen & Chiu, 2011).”
Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment (2014, background): “As approached in this study, commitment to the teaching profession is defined as the motivational drive to make a decision about entering and preparing for the teaching profession (Klassen & Chiu, 2011; Meyer, Becker, & Vandenberghe, 2004).”
Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession (2016, background): “…student motivation, large student diversity, conflicts with colleagues, lack of administrative support, and value conflicts (e.g., Betoret, 2009; Fernet, Guay, Senécal et al., 2012; Friedman, 1995; Hakanen et al., 2006; Klassen & Chiu, 2011; Kokkinos, 2007; Skaalvik & Skaalvik, 2009, 2011a, 2011b).”
Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions (2018, background): “Other studies found that, the stronger teachers' commitment to their profession, the higher their selfefficacy for classroom management, instructional strategies, and student engagement (Chan, Lau, Nie, Lim, & Hogan, 2008; Klassen & Chiu, 2011).”
Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation (2021, background): “…higher self-efficacy beliefs are better at classroom preparation and organization, are more committed to and enthusiastic about their profession (Klassen & Chiu, 2011), care more about the needs of learners, are more receptive to new ideas, persist better in their career, better cope with…”
School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy. (2012, methodology): “…types of stress are associated with several negative outcomes for teachers, including increased burnout (McCarthy, Lambert, O’Donnell, & Melendres, 2009) and reduced sense of teaching efficacy (Klassen & Chiu, 2010), job satisfaction (Klassen & Chiu, 2010), and commitment (Klassen & Chiu, 2011).”
Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, background): “The result is in line with the reality shock experienced at the beginning of a teaching career and the rise in confidence for managing classroom situations that is gained through work experience (see Klassen & Chiu, 2011; Olsen & Anderson, 2007; Veenman, 1984).”
Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature (2016, neutral): “For example, researchers have found that preservice and practicing teachers who report higher classroom stress due to unwanted student behaviors tend to have lower self-efficacy for classroom management (Klassen and Chiu 2010, 2011).”