Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent

By Shannon V. Ryan, Nathaniel Embse, Laura L. Pendergast, Elina Saeki, Natasha K. Segool, Shelby Schwing. 2017

299 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/882773fe17df4c395a030a2938da5fc312a39228

How researchers see this paper

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

In Education

1. Dustin Miller
2. Citlali E. Molina
3. Belinda Gimbert
4. Meghan Breedlove
5. João A. Lopes
6. Célia R. Oliveira
7. Emily Herman

Citations in the corpus

• Social Emotional Learning in Schools: The Importance of Educator Competence (2021, background): “Continued high levels of chronic stress can lead to occupational burnout, dissatisfaction, and an exit from the profession (Herman et al., 2018; Maslach et al., 2001; Ryan et al., 2017; Wang et al., 2015).”
• Teacher and school determinants of teacher job satisfaction: a multilevel analysis (2020, background): “school accountability for student performance are considered to be important factors in teacher job (in)satisfaction, stress, and attrition (Cochran-Smith et al., 2017; Ryan et al., 2017; von der Embse et al., 2016).”