The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context
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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DOI：
10.1016/j.cedpsych.2011.01.002
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发表时间：
2011-04-01
影响因子：
10.3
通讯作者：
Chiu, Ming Ming
中科院分区：
文献类型：
--
作者：
Klassen, Robert M.;Chiu, Ming Ming
本研究的目的是探讨执业和职前教师的职业承诺和辞职意愿。我们采用横断面调查设计，考察了教师的自我效能感、工作压力和情境因素对 434 名在职教师和 379 名职前教师的职业承诺和辞职意愿的影响。结果显示，类似的自我效能感、工作压力和教学环境等因素影响着执业和职前教师的职业承诺和辞职意愿。与在职教师相比，职前教师表现出更高的敬业度和更少的总体压力。我们以对理论和实践的启示来总结本文，并提出了扩展职业阶段研究路线的途径。 (C) 2011 Elsevier Inc. 保留所有权利。
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.