Irreconcilable differences: Teacher attrition in public and catholic schools

By Aubrey J. Scheopner. 2010

132 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ee427457de345b1823af2cd1ab6c5a38cd7f5e8d

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Citations in the corpus

“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface (2012, background): “Over the last decade teacher resilience has emerged as an important field of research, particularly in countries where the teaching profession has experienced high rates of attrition (Scheopner, 2010).”
Teachers’ resilience and well-being: a role for educational psychology (2014, background): “There is a range of reasons why people wish to become teachers (Chevalier, Dolton, & McIntosh, 2007; Hayes, 2004; Hoy, 2008; Scheopner, 2010) and significant variations in their career trajectories (Day, 2008).”
Thriving not just surviving: A review of research on teacher resilience (2011, background): “The large body of research on teacher stress, retention and attrition has already documented many factors that provide challenges for teachers (see, for example, Borman & Dowling, 2008; Buchanan, 2010; Guarino, Santibañez, & Daley, 2006; Hong, 2010; Macdonald, 1999; Scheopner, 2010).”
The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition (2018, unknown): “Attrition was related to stress (Scheopner, 2010).”
Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, background): “Early career teachers’ turnover intentions and perceived inadequacy in teacher–student interaction Especially high turnover rates have been found among early career teachers (Borman & Dowling, 2008; Guarino et al., 2006; Scheopner, 2010).”
How do self-efficacy, contextual variables and stressors affect teacher burnout in an EFL context? (2015, background): “…such as low salary, poor working conditions, lack of administrative support, well-paid alternative options outside school and family concerns (Chapman, Snyder, & Burcheld, 1993; Kersaint, Lewis, Potter, & Meisels, 2007; Macdonald, 1999; Rinke, 2008; Scheopner, 2010; Tamir, 2010; Wriqi, 2008).”
Why are New Teachers Leaving the Profession? Results of a Canada-Wide Survey (2013, background): “in that the quality of the teaching they receive is lower than if the teachers had persisted[1],[37],[41].”
Job Satisfaction, Stress and Coping Strategies in the Teaching Profession-What Do Teachers Say?. (2015, background): “Supportive school environments and positive social relations with parents, colleagues, and the school leadership are also predictive of teachers’ job satisfaction and motivation to stay in the profession whereas time pressure and discipline problems are predictive of lower levels of job satisfaction”
Teacher Job Satisfaction and Motivation to Leave the Teaching Profession: Relations with School Context, Feeling of Belonging, and Emotional Exhaustion. (2011, background): “Research also indicates that a positive social climate and social support are positively related to teacher satisfaction and motivation (Day et al., 2007; Scheopner, 2010; US Department of Education, 1997) and negatively related to burnout (Hakanen et al.”