Variations in the conditions for teachers' professional learning and development: sustaining commitment and effectiveness over a career

By Christopher W. Day, Q. Gu. 2007

550 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/13dd477f6e9fb139489998ee6403ce635a434aff

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In Developmental and Educational Psychology

In Education

In Human Factors and Ergonomics

Citations in the corpus

Teacher Emotions: Well Being and Effectiveness (2009, background): “Research has found that in-school support has a significant impact upon early years teachers’ self-efficacy as they are in a phase of gaining experience and establishing their professional identity in the classroom as well as in the profession ( Day and Gu 2007 ).”
Problematising the Role of Personal and Professional Relationships in Early Career Teacher Resilience (2014, background): “It is even more widespread (e.g. Day & Gu, 2007; McCormack, et al., 2006; Sumsion, 2004) that professional support is attributed to colleagues within the school context (e.g. school leaders and teaching staff).”
Thriving not just surviving: A review of research on teacher resilience (2011, background): “On a positive note, rather than being regarded as innate attributes (Day & Gu, 2007), the characteristics of resilient teachers can be learnt (Howard & Johnson, 2004).”
On Teacher Hope, Sense of Calling, and Commitment to Teaching. (2012, background): “…conducted by Serow (1994) and his colleagues (Serow, Eaker, & Forrest, 1994) and, to gain deeper insight into teacher commitment, items were developed that were informed by research on teacher commitment (Day & Gu, 2007) and commitment narratives (McAdams, Diamond, et St. Aubin, & Mansfield, 1997).”
Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions (2020, background): “Moreover, teachers who are highly committed to their profession tend to invest extra efforts to stimulate students’ learning (Day and Gu 2007, 2009).”
Teacher professional leadership in support of teacher professional development (2011, background): “In a longitudinal study of the variations in teachers’ work, lives, and effectiveness involving 300 primary and high school teachers, Day and Gu (2007) found that slightly over one in four students was exposed to teaching from teachers who were not as effective as they might be due to waning commitm”