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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
Robert M. KLASSENA
,
Ming Ming CHIU
Department of Special Education and Counselling (SEC)
Research output
:
Contribution to journal
›
Articles
›
peer-review
480
Citations (Scopus)
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Dive into the research topics of 'The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context'. Together they form a unique fingerprint.
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Keyphrases
Pre-service Teachers
100%
Teaching Context
100%
Self-efficacy
100%
Job Stress
100%
Teacher Influence
100%
Intention to Quit
100%
Occupational Commitment
100%
Occupational Intention
100%
Quit Intentions
60%
Practicing Teachers
40%
Copyright
20%
Contextual Factors
20%
Context Influence
20%
Career Stages
20%
Teacher Self-efficacy
20%
Commitment Level
20%
Cross-sectional Survey Design
20%
Job Stress Factors
20%
Social Sciences
Pre-Service Teacher
100%
Teaching Context
100%
Self-Efficacy
100%
Teacher Role
100%
Job Stress
100%
Occupational Career
20%
Professional Occupations
20%
Contextual Factor
20%
Teacher Self Efficacy
20%