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

Robert M. KLASSENA , Ming Ming CHIU

Research output: Contribution to journalArticles

175 Citations (Scopus)

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. Copyright © 2011 Elsevier Inc.
Original languageEnglish
Pages (from-to)114-129
JournalContemporary Educational Psychology
Volume36
Issue number2
DOIs
Publication statusPublished - Apr 2011

Citation

Klassena, 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(20), 114-129.

Keywords

  • Teachers
  • Motivation
  • Career stage
  • Self-efficacy
  • Stress
  • Occupational commitment

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