Beginning teacher burnout in Queensland schools: Associations with Serious Intentions to Leave

By R. Goddard, M. Goddard. 2006

186 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/d384086b10b6d6ffe3217a7ea69984e8a749016f

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In Education

In Organizational Behavior and Human Resource Management

Citations in the corpus

Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation (2010, background): “Researchers attempting to replicate or expand on the current findings are advised to consider moderating variables such as personal characteristics or school demographic/environmental factors that potentially influence teacher perceptions and efficacy in handling student misbehaviour, emotional exha”
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs (2020, result): “Cross-sectional studies comparing novice teachers and experienced teachers have revealed higher emotional exhaustion scores among beginning teachers in comparison with normative data from experienced teachers in the United States (Goddard & Goddard, 2006).”
Attitudes and Affect: Daily Emotions and Their Association with the Commitment and Burnout of Beginning Teachers (2012, background): “Additionally, recent studies confirm that for both experienced (Weisberg & Sagie, 1999) and beginning general education teachers (Goddard & Goddard, 2006), burnout is associated with intentions to leave the profession.”
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.”
Teacher burnout profiles and proactive strategies (2020, background): “Teachers who suffer from burnout are more likely to experience the symptoms of depression and sleep disturbances (Saleh and Shapiro 2008; Shin et al. 2013), undergo job turnover, and retire earlier (Dupriez et al. 2016; Goddard and Goddard 2006).”
Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions (2020, methodology): “1 3 Previous literature has also identified that, emotional exhaustion, burnout, depersonalization, or feelings of low personal accomplishment in the teaching profession increase the risk for teacher turnover (Goddard and Goddard 2006).”
Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, methodology): “Prior research on teachers has used turnover intentions as indicators to investigate the factors that may lead to turnover and to study the differences between teachers who have considered leaving and the ones who have not considered leaving (e.g., Goddard & Goddard, 2006; Liu & Onwuegbuzie, 2012).”
The Effects of Education Accountability on Teachers: Are Policies Too-Stress Provoking for Their Own Good?. (2009, background): “Increases in burnout, of course, could be related to teachers leaving the profession (Goddard & Goddard, 2006), a critical issue given that increasing enrollments and decreasing class sizes, among other factors, have made it difficult for school systems to attract and retain qualified teachers…”