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

doi:10.1016/j.cedpsych.2011.01.002

Cited by 483 publications

(407 citation statements)

References 55 publications

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“…In research, teacher motivation has been investigated mainly in terms of self-efficacy beliefs (e.g., Dicke et al, 2014;Klassen & Chiu, 2011;Moe, Pazzaglia, & Ronconi, 2010; see also Woolfolk Hoy, Hoy, & Davis, 2009) and goal orientations (e.g., Butler, 2007Butler, , 2012Klassen, Perry, & Frenzel, 2012;Nitsche, Dickh€ auser, Fasching, & Dresel, 2011;Retelsdorf, Butler, Streblow, & Schiefele, 2010). Less often has teacher motivation been examined in terms of intrinsic motivation (see Kunter & Holzberger, 2013;Roth, 2013) or (positive) affect Keller et al, 2014;Kunter et al, 2008).…”

Section: Journal Of Research In Science Teachingmentioning

confidence: 99%

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

2016

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This paper examines students' achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students' interest. So far, however, most research either focused on knowledge or motivation (both on the students' as well as the teachers' side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N ¼ 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi-method approach in combining data obtained from testinstruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi-level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students' achievement; the effect was mediated by cognitive activation. Teachers' motivation predicted students' interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students' interest, nor teacher motivation students' achievement. This implies that in order to improve students' cognitive as well as affective outcomes, both teachers' knowledge but also their motivation need to be considered. motivation need to be considered.

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Section: Journal Of Research In Science Teachingmentioning

confidence: 99%

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

2016

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“…For teachers, occupational commitment is a predictor not only of teacher attrition, but also of teacher performance and burnout [Tsui, Cheng 1999;Rots, Aelterman 2008]. Notably, there exists a strong positive association between a teacher's self-efficacy and occupational commitment [Klassen, Chiu 2011;Chan et al 2008;Canrinus et al 2012].…”

Section: Empirical Data On Teacher Turnovermentioning

confidence: 99%

To Remain a Teacher? Factors Influencing Attitudes to Leaving the Teaching Profession

Александрович¹,

Александровна²

2016

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Abstract. The present study examines structural and socio-psychological factors affecting attitudes towards quitting the profession among school teachers. We explore effects of perceived workplace difficulties, employment opportunities, self-efficacy beliefs, and emotional attachment to the teaching profession. The survey was conducted among public secondary school teachers in Saint Petersburg, Russia (N = 730). The regression analysis revealed that self-efficacy beliefs and professional commitment are the strongest predictors for retention, some work-related stress factors contribute to the likelihood of switching profession, while the number of years of teaching experience and work experience outside of teaching have no effect. The results do not support the hypothesis that early-career teachers are more tolerant to switching professions. The implications for retaining teachers in the profession are discussed.

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“…Professionals tend to commit to their occupation rather than the or-ganization to which they belong, and nursing professionals are no exception [1] [2]. Researchers have mainly examined occupational commitment among teachers, and have identified a number of related factors, including work stress [3], job satisfaction [4], and psychological well-being [5]. As for other occupations, occupational commitment is considered to have an important impact on creativity [6], knowledge-sharing among employees [7], and productive behavior [8].…”

Section: Introductionmentioning

confidence: 99%

Factors Related to Affective Occupational Commitment among Japanese Nurses

Satoh¹,

Watanabe²,

Asakura³

2017

OJN

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We identified the factors related to affective occupational commitment among nurses in Japan by conducting a cross-sectional survey in 12 hospitals in the Tohoku and Kanto districts of Japan in 2013. Of the 4046 nurses in these hospitals, 1330 completed the self-report questionnaire (valid response rate: 32.9%). High job satisfaction, high professional autonomy, having a scholarship loan, and being married were strongly related to affective occupational commitment. Conversely, having a high effort-reward imbalance and fewer overtime work hours indicated a low level of such commitment. The findings suggest that professional autonomy and job satisfaction are key factors for developing affective occupational commitment. Programs that promote professional autonomy and make people feel more appreciated for their work should be created to improve such commitment, and it would be important to provide adequate organizational resources to increase job satisfaction and reduce effort-reward imbalance. The fact that longer working hours are related to affective occupational commitment suggests that excessive emotional commitment to one's occupation can lead to overtime work. Therefore, nurse managers should consider the staff's working situations more thoroughly.

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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

Cited by 483 publications

References 55 publications

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

To Remain a Teacher? Factors Influencing Attitudes to Leaving the Teaching Profession

Factors Related to Affective Occupational Commitment among Japanese Nurses

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