Veteran teachers: commitment, resilience and quality retention

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Interventions that promote resilience among teachers: A systematic review of the literature (2020, methodology): “Administrative strategies for improving self-efficacy and autonomy As school priorities have become increasingly focused on student achievement as defined by high-stakes testing, systems of inspection and evaluation have proliferated (Day & Gu, 2009).”
Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions (2020, background): “Moreover, teachers who are highly committed to their profession tend to invest extra efforts to stimulate students’ learning (Day and Gu 2007, 2009).”
Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace (2021, background): “Satisfied veteran teachers attribute their job satisfaction primarily to good student outcomes and functional relationships within the working context (Day 2007; Day and Gu 2009).”
Problematising the Role of Personal and Professional Relationships in Early Career Teacher Resilience (2014, background): “In recent years, there has been a surge of research examining how teachers maintain resilience despite facing challenges in the workplace (e.g. Day & Gu, 2009; Gu & Day, 2007; Howard & Johnson, 2004; Johnson et al., 2012).”