Exploring commitment and turnover intentions among teachers : What we can learn from Hong Kong teachers
By D. McInerney, Fraide A. Ganotice, Ronnel B. King, Herbert W. Marsh, Alexandre J. S. Morin. 2015
123 citations recorded by the source corpus.
This study examines the relationship between affective, normative, and continuance commitment of teachers to their profession and their organization, and turnover intentions. Hong Kong teachers (N = 1060) from religious and non-religious, English medium and Chinese medium of instruction, and band 1 and band 2 schools participated. Teachers from religious schools were higher in affective commitment to organization while teachers from non-religious schools were higher in normative commitment to profession. Teachers from EMI and band 1 schools were higher in affective and normative commitments while teachers from CMI and band 2 schools were higher in turnover intentions.
Subfields: Education, Organizational Behavior and Human Resource Management
View Paper: https://www.semanticscholar.org/paper/2c847fde2a70f4cd1df3291c75e5a27b296ea793
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In Education
In Organizational Behavior and Human Resource Management
Citations in the corpus
- The role of motivations and perceptions on the retention of inservice teachers (2020, background): “6% McInerney et al. (2015) Netherlands 15% (beginning teachers) Den Brok et al., 2017 USA between 30% and 50% Hong, 2010; Ingersoll, 2001 UK 50% (after 5 years) Espinoza (2015) Australia 30e40% (within 5 years) Ewing & Manuel, 2005; Milburn, 2011 both socially and personally, and Perceptions of…”
- Emotional labor, teacher burnout, and turnover intention in high-school physical education teaching (2017, background): “MacInerney et al. (2015) reported an acceptable alpha level of .87 for a sample of Hong Kong teachers and the current study also showed a good reliability of .87.”