By the same authors

From the same journal

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

Research output: Contribution to journalArticle

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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. / Klassen, Robert M.; Chiu, Ming Ming.

In: Contemporary Educational Psychology, Vol. 36, No. 2, 04.2011, p. 114-129.

Research output: Contribution to journalArticle

Harvard

Klassen, RM & Chiu, MM 2011, 'The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context', Contemporary Educational Psychology, vol. 36, no. 2, pp. 114-129. https://doi.org/10.1016/j.cedpsych.2011.01.002

APA

Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114-129. https://doi.org/10.1016/j.cedpsych.2011.01.002

Vancouver

Klassen RM, Chiu MM. The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology. 2011 Apr;36(2):114-129. https://doi.org/10.1016/j.cedpsych.2011.01.002

Author

Klassen, Robert M. ; Chiu, Ming Ming. / The occupational commitment and intention to quit of practicing and pre-service teachers : Influence of self-efficacy, job stress, and teaching context. In: Contemporary Educational Psychology. 2011 ; Vol. 36, No. 2. pp. 114-129.

Bibtex - Download

@article{be411ce578cb4e8084057091cd86de76,
title = "The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context",
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.",
author = "Klassen, {Robert M.} and Chiu, {Ming Ming}",
year = "2011",
month = apr,
doi = "10.1016/j.cedpsych.2011.01.002",
language = "English",
volume = "36",
pages = "114--129",
journal = "Contemporary Educational Psychology",
issn = "0361-476X",
publisher = "Academic Press Inc.",
number = "2",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - The occupational commitment and intention to quit of practicing and pre-service teachers

T2 - Influence of self-efficacy, job stress, and teaching context

AU - Klassen, Robert M.

AU - Chiu, Ming Ming

PY - 2011/4

Y1 - 2011/4

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=79953290454&partnerID=8YFLogxK

U2 - 10.1016/j.cedpsych.2011.01.002

DO - 10.1016/j.cedpsych.2011.01.002

M3 - Article

VL - 36

SP - 114

EP - 129

JO - Contemporary Educational Psychology

JF - Contemporary Educational Psychology

SN - 0361-476X

IS - 2

ER -