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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

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JournalContemporary Educational Psychology
DatePublished - Apr 2011
Issue number2
Volume36
Number of pages16
Pages (from-to)114-129
Original languageEnglish

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.

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