Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses

By J. Hong. 2012

457 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4e42aa2f98a3e5f37362bb2ee1254bf48cf55b8b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Teacher attrition in the USA: the relational elements in a Utah case study (2017, background): “aforementioned issues of workload and stress, left teachers disillusioned about the profession and their place within it (Craig, 2014; Hong, 2012; Torres, 2012).”
Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis (2014, background): “Teachers with higher levels of burnout (Goddard and Goddard 2006; Leung and Lee 2006), as well as teachers with lower levels of self-efficacy (Hong 2012), are more likely to leave the profession.”
Antecedents of Norwegian beginning teachers’ turnover intentions (2015, background): “2003) has previously been reported as an important predictor of Australian beginning teachers’ turnover intentions, whereas a lack of administrative support (Gonzalez et al., 2008; Hong 2012) has been reported as an important antecedent of US (Texas) teachers’ turnover intentions.”
‘I’m coming back again!’ The resilience process of early career teachers (2014, background): “Therefore it is important to understand how teachers perceive and interpret their environment (Hong, 2012).”
Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, background): “Early career teachers’ experienced inadequacy in teacher–student relationships is related to their sense of professional agency in the classroom (Aloe et al., 2014; Hong, 2012).”
Resilience and occupational well-being of secondary education teachers in Greece (2018, background): “Resilience plays an integral part in keeping novice teachers in the profession (e.g., Beltman, Mansfield & Price, 2011; Doney, 2013; Hong, 2012; Price, Mansfield & McConney, 2012).”
Teacher Emotion Research: Introducing a Conceptual Model to Guide Future Research. (2015, background): “In an attempt to better understand teacher attrition, researchers have investigated teacher burnout (Akın, Aydın, Erdoğan & Demirkasımoğlu, 2013; Høigaard, Giske, & Sundsli, 2011; O'Brien, Goddard & Keeffe, 2008), teacher wellbeing (Parker, Martin, Colmar & Liem, 2012) and teacher resilience (Day & ”
Teacher Self-efficacy and Emotional Regulation as Predictors of Teaching Stress: An Investigation of Iranian English Language Teachers (2019, background): “Research has testified that teaching is among the professions with highest degree of work stress (Newberry & Allsop, 2017), and many teachers, especially novices, quit their job due to work pressures (Hong, 2012).”