Teacher Retention and Attrition: Views of Early Career Teachers

By J. Buchanan, Anne Prescott, S. Schuck, Peter Aubusson, Paul F. Burke, Jordan J. Louviere. 2013

390 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3ddc52ff05f79e0b3427176b3d72a01054155bec

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Citations in the corpus

Exploring commitment and turnover intentions among teachers : What we can learn from Hong Kong teachers (2015, background): “In this context, a collegial climate is of key importance (Buchanan et al., 2013; Ingersoll & Strong, 2011; Jones, Youngs, & Frank, 2013; Pogodzinski, Youngs, & Frank, 2013).”
Interventions that promote resilience among teachers: A systematic review of the literature (2020, background): “In particular, trusting and collegial relationships with other adults, such as peers, colleagues, mentors, and administrators, are often emphasized qualitatively as being an important source of social support (Buchanan et al., 2013; Gu & Li, 2013; Le Cornu, 2013).”
Teacher Attrition and Retention Research in Australia: Towards a New Theoretical Framework (2015, positive): “While some studies used the broad term ‘work conditions’ (Ashiedu & Scott-Ladd, 2012; Buchanan, 2009, 2010, 2012; Manuel, 2003), others identified specific examples of these conditions such as workload (Buchanan et al., 2013; Laming & Horne, 2013), increased administrative tasks (Handal, Watson, Pet”
Teacher shortage and attrition: Why do they leave? (2016, background): “Nonetheless, many empirical studies, carried out mainly in the USA (Ingersoll, 2001, 2002; Boyd et al. , 2006; Sass et al ., 2012), in Australia (Buchanan et al ., 2013) and in the UK (White et al ., 2006), have shown that in these countries a significant part of the problem does not lie in the lack”
Conceptualizing Teacher Identity as a Complex Dynamic System (2016, background): “While recent studies (e.g., Buchanan et al., 2013) have demonstrated the importance of reflection, responsiveness and resourcefulness for teacher retention, the development of skills for the in-situ handling of identity experiences can have a similarly positive effect.”
Teacher wellbeing: Its effects on teaching practice and student learning (2019, background): “…states of teacher wellbeing (McCallum, Price & Graham, 2017), for example teachers’ increased stress levels (Curry & O’Brien, 2012; Richards, 2012), teachers’ increasingly demanding workload (Buchanan et al., 2013; Yin, Huang & Wang, 2016) and teacher burnout (Antoniou, Ploumpi & Ntalla, 2013).”
Do teachers’ years of experience make a difference in the quality of teaching? (2020, background): “The removal of initial support structures, together with an increase in workload and re-sponsibilities, and emergence of emotional burnout maycontribute to this decline (Buchanan et al., 2013; Weldon, 2018).”