The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context

Robert M. Klassen; Ming Ming Chiu

doi:10.1016/j.cedpsych.2011.01.002

The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context

Robert M. Klassen, Ming Ming Chiu

Education

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Abstract

The purpose of the present study was to explore the occupational commitment and quitting intention of practicing and pre-service teachers. We used a cross-sectional survey design to examine the impact of teachers' self-efficacy, job stress, and contextual factors on occupational commitment and quitting intention of 434 practicing teachers and 379 pre-service teachers. Results revealed that similar factors self-efficacy, job stress, and teaching context-influence the occupational commitment and quitting intention of practicing and pre-service teachers. Pre-service teachers displayed higher levels of commitment and less overall stress than practicing teachers. We conclude the article with implications for theory and practice, and suggest avenues to extend this line of career stage research. (C) 2011 Elsevier Inc. All rights reserved.

Original language	English
Pages (from-to)	114-129
Number of pages	16
Journal	Contemporary Educational Psychology
Volume	36
Issue number	2
DOIs	https://doi.org/10.1016/j.cedpsych.2011.01.002
Publication status	Published - Apr 2011

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10.1016/j.cedpsych.2011.01.002

http://www.sciencedirect.com/science/article/pii/S0361476X11000038

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The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context

Abstract

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