Teacher retention: why do beginning teachers remain in the profession?

By D. Inman, L. Marlow. 2004

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Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment (2014, methodology): “The factors included perceptions of salary (Coladarci, 1992; Inman & Marlow, 2004), workload and workload creep (Buchanan, 2009; Macdonald, 1999), autonomy in the classroom (Ewing & Smith, 2003; Hong, 2010), and collegiality and participation in school policy (Darling-Hammond, 2003; Ingersoll,…”
Retaining Black Teachers: An Examination of Black Female Teachers’ Intentions to Remain in K-12 Classrooms (2016, background): “The findings overwhelmingly describe how unsupportive and oppressive working environments, mediated by school administration (Inman & Marlow, 2004), negatively impacted Black female teachers’ intentions to remain in the classroom.”
Teacher retention in international schools: The key role of school leadership (2010, background): “…that the demographic characteristics of teachers have a strong relationship to decisions to stay at or leave schools, identifying these teacher characteristics as age, sex, marital status, degree obtained and years of experience (Borman and Dowling, 2008; Ingersoll, 2001b; Inman and Marlow, 2004).”
A Longitudinal Investigation of the Relationship between Teacher Preparation and Teacher Retention. (2016, background): “Inman and Marlow (2004) also found that collegiality and positive attitudes about teachers in the community are related to teacher retention.”