Why Do They Stay? Elementary Teachers' Perceptions of Job Satisfaction and Retention
By Beverly A. Perrachione, Victoria J Rosser, George J. Petersen, San Luis Obispo. 2008
301 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/8e5b600132246c1880ee0782d42d9ed5306d57f2
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Citations in the corpus
- Teacher Retention: Teacher Characteristics, School Characteristics, Organizational Characteristics, and Teacher Efficacy (2012, background): “Perrachione et al. (2008) also found teachers’ efficacy to be an important element in teacher retention with retention mediated by “both intrinsic (e.g., personal teaching efficacy, working with students, job satisfaction) and extrinsic (e.g., schedule/time off, retirement) variables” (p. 35).”
- Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace (2021, background): “…repeatedly pointed out that low job satisfaction is predictive of teachers’ intention to leave a particular school or even the profession (Claeys 2011; Liu and Ramsey 2008; Evans 2001; Ingersoll 2001; O’Reilly 2014; Toropova, Myrberg, and Johansson 2020; Perrachione, Rosser, and Petersen 2008).”
- Teacher efficacy in student engagement, instructional management, student stressors, and burnout: A theoretical model using in-class variables to predict teachers' intent-to-leave (2012, background): “Pines (2002) posits that teachers are likely to consider themselves significant and their work meaningful to the extent that their students are interested in and attending to the lesson.”
- Job Satisfaction, Organizational Commitment, and Turnover Intention of Online Teachers in the K-12 Setting (2016, unknown): “In a study of 201 public elementary school teachers conducted by Perrachione, Petersen, and Rosser (2008), evidence suggested there is a relationship between job satisfaction and intent to remain in teaching.”