Predicting intention to quit among Chinese teachers: differential predictability of the components of burnout

By D. Leung, W. W. Lee. 2006

186 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/975f4bbbea1f853712071a2cdee39b15d0d0a62b

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In Education

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Job Satisfaction, Stress and Coping Strategies in the Teaching Profession-What Do Teachers Say?. (2015, background): “…be related to teachers’ self-efficacy, motivation, job satisfaction, well-being, and intentions to leave the teaching profession (Hakanen, Bakker, & Schaufeli, 2006; Leung & Lee, 2006; Schaufeli & Salanova, 2007; E. Skaalvik & S. Skaalvik, 2009, 2010, 2011a; Tang, Au, Schwarzer, & Schmitz, 2001).”
Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions (2020, background): “Above all, administrative support, such as giving teachers more desired responsibilities and providing opportunities for professional development and time for collaboration and planning, is most consistently associated with teacher decisions to remain in or leave the profession (Ingersoll and Kralik”
Teachers’ Emotional Competence and Social Support: Assessing the Mediating Role of Teacher Burnout (2017, methodology): “Differently from the existing literature (Hobfoll, 1989; Leung & Lee, 2006; Schaufeli & Bakker, 2004), according to which a teacher’s social support predicts burnout, our study assessed an alternative pattern of causal relationships in which satisfaction/dissatisfaction with social support was…”
Psychologically controlling teaching: Examining outcomes, antecedents, and mediators (2012, background): “…PCT, it did not play a unique mediating role in the relation between the sources of pressures and PCT. Possibly, emotional exhaustion is relatively more strongly related to intrapsychic problems such as internal distress and somatic complaints (Jackson, Schwab, & Schuler, 1986; Leung & Lee, 2006).”
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.”
Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes. (2016, background): “…poorer self-reported physical health (Hakanen, Bakker, & Schaufeli, 2006), lower self-efficacy (Brouwers & Tomic, 2000; Evers, Brouwers, & Tomic, 2002; Schwarzer & Hallum, 2008; Skaalvik & Skaalvik, 2007, 2010), and higher levels of intentions to leave the teaching profession (Leung & Lee, 2006).”
Emotional intelligence and teacher burnout: A systematic review (2017, background): “In teaching, burnout has been related to higher absenteeism (Dick &Wagner, 2001), intention to quit (Leung & Lee, 2006; Liu &Onwuegbuzie, 2012) and lower job satisfaction (Durán, Extremera, Montalbán, & Rey, 2005; Skaalvik & Skaalvik, 2009).”