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Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers

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References

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Cited by

2016Teacher motivation: Definition, research development and implications for teachers605 cited
2012Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale

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585 cited

2011Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity523 cited

2015Job Satisfaction, Stress and Coping Strategies in the Teaching Profession—What Do Teachers Say?465 cited

2017Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion442 cited

2009Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout300 cited

2015Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching299 cited

2010Is the motivation to become a teacher related to pre‐service teachers’ intentions to remain in the profession?260 cited

2010Patterns in teacher learning in different phases of the professional career259 cited

2012Motivations for choosing teaching as a career: effects on general pedagogical knowledge during initial teacher education247 cited

2019Relating early childhood teachers’ working conditions and well-being to their turnover intentions247 cited

2012An introduction to teaching motivations in different countries: comparisons using the FIT-Choice scale228 cited

2014Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study216 cited

2014Teachers' exit decisions: An investigation into the reasons why newly qualified teachers fail to enter the teaching profession or why those who do enter do not continue teaching207 cited

2018Why people choose teaching: A scoping review of empirical studies, 2007–2016193 cited

2013Profiles and change in beginning teachers' professional identity tensions191 cited