Teacher Stress? An Analysis of Why Teachers Leave and Why They Stay

By K. Wilhelm, Jodie Dewhurst-Savellis, G. Parker. 2000

154 citations recorded by the source corpus.

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In Education

Citations in the corpus

Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey (2014, background): “As Leiter (1992) and Wilhelm, Dewhurst-Savellis, and Parker (2000) put forward, an inappropriate work setting might cause negative emotions and feelings among professionals, and this may result in strong negative attitudes towards their profession.”
Initial and changing student teacher motivation and commitment to teaching (2008, result): “Similarly to other studies, motivation and commitment also changed as a result of life-fit (Wilhelm et al., 2000; Yong, 1999), influence of others (Manuel, 2003), nature of teaching work (Dinham & Scott, 2000; Hart & Murphy, 1990; Johnson & Birkeland, 2002; Martinez-Pons, 1990; Pennington, 1995;…”
Valuing and Supporting Teachers (2004, unknown): “There have been previous studies of teacher job satisfaction, the quality of teachers’ professional lives and the likely impact of these on recruitment and retention (see Poppleton, 1988; Fraser et al., 1998; Cockburn, 2000; Wilhelm et al., 2000).”
Stability in motivation during teacher education (2010, background): “Kyriacou and Kunc (2007) claim that 40% of teachers in England leave within five years, and Australian studies indicate that most of the leavers also leave within that same period (Wilhelm et al. 2000).”
Academic and social integration in higher education: a survey of satisfaction and dissatisfaction within a first‐year education studies cohort at a new university (2004, background): “…dissatisfaction linked to retention, a theoretical base drawn from previous studies of teacher job satisfaction, the quality of teachers professional lives and the likely impact of these on their retention (see Poppleton, 1988; Fraser et al., 1998; Cockburn, 2000; Wilhelm et al., 2000) was engaged.”
Stress and psychological distress among trainee secondary teachers in England (2008, background): “This finding that almost half of the cohort anticipate that life will be very or extremely stressful when they commence teaching should be of concern, especially given that the level of pleasure trainees anticipate when they become teachers best predicts retention (Wilhelm et al., 2000).”
Emotional regulation goals and strategies of teachers (2004, unknown): “Wilhelm, Dewhurst-Savellis, & Parker, 2000; Brenninkmeijer, Vanyperen, & Buunk, 2001; Moriarty, Edmonds, Blatchford, & Martin, 2001; Kyriacou, 2001; Brown, Ralph, & Brember, 2002; Pines, 2002).”
Student Teachers' Expectations of Teaching as a Career in England and Norway (2003, background): “A number of studies have explored the reasons given by teachers who leave the profession within the first few years (Newson, 1993; Spear et al., 2000; Wilhelm et al., 2000).”