ORBIS SCHOLAE
ORBIS SCHOLAE

Oznamujeme autorům a čtenářům, že po dohodě s nakladatelstvím Karolinum bude od roku 2024 (ročník 18) časopis Orbis scholae vycházet pouze v elektronické podobě.

Orbis scholae je odborný recenzovaný časopis zaměřený na problematiku školního vzdělávání v jeho širších sociokulturních souvislostech. Cílem časopisu je přispět k porozumění školnímu vzdělávání a jeho rozvoji, k řešení problémů praxe a vzdělávací politiky.

Časopis je zařazen do databází SCOPUS, CEEOL, DOAJ, EBSCO a ERIH Plus.

ORBIS SCHOLAE, Vol 17 No 1 (2023), 9–41

Odchody učitelů z profese: Přehledová studie

[Teacher Attrition: A Review of Literature]

Yvona Kostelecká, Eva Valášková Vincejová

DOI: https://doi.org/10.14712/23363177.2023.5
zveřejněno: 23. 03. 2023

Abstract

Teachers are a key component of any education system. Any attempts to improve the quality of education must start with building a quality, stable and sufficiently robust teacher base. However, this represents a huge challenge for many economies, as many countries are currently struggling with a shortage of quality teachers, mainly because many teachers leave profession. This puts pressure on policymakers and researchers to understand the teacher labour market and find appropriate mechanisms to retain quality teachers. This text identifies the reasons that lead teachers to leave their profession through a systematic literature review based on the analysis of 69 international studies published in journals indexed by the Web of Science. An almost endless list of potential risk and protective factors were mentioned in the studies, the salience of which may vary in different cultural contexts. Only thorough knowledge of the local context can determine which set of research-driven policies is the most appropriate for a given state, locality, or school.

klíčová slova: teacher; teaching profession; teacher attrition; teacher retention

reference (117)

1. dmiraal, W., Veldman, I., Mainhard, T., & van Tartwijk, J. (2019). A typology of veteran teachers' job satisfaction: Their relationships with their students and the nature of their work. Social Psychology of Education, 22(2), 337-355. CrossRef

2. Alexander, C., Wyatt-Smith, C., & Du Plessis, A. (2020). The role of motivations and perceptions on the retention of inservice teachers. Teaching and Teacher Education, 96, Article 103186. CrossRef

3. Amorim Neto, R. D. C., Bursey, A., Janowiak, D., Mccarty, C., & Demeter, B. (2018). Teamwork and motivation to leave the teaching profession: An exploratory study. Journal of Education, 198(3), 215-224. CrossRef

4. Arviv Elyashiv, R., & Navon, Y. (2021). Teacher attrition: Human capital and terms of employment - do they matter? [tematické číslo]. Education Policy Analysis Archives, 29(76), 1-23. CrossRef

5. Bailey, J., Hanita, M., Khanani, N., & Zhang, X. (2021). Analyzing teacher mobility and retention: Guidance and considerations report 1 (REL 2021-080). Regional Educational Laboratory Northeast & Islands.

6. Barrett, N., Strunk, K. O., & Lincove, J. (2021). When tenure ends: the short-run effects of the elimination of Louisianaʼs teacher employment protections on teacher exit and retirement. Education Economics, 1-21. CrossRef

7. Behrstock-Sherratt, E. (2016). Creating coherence in the teacher shortage debate: What policy leaders should know and do. Education Policy Center at American Institutes for Research. https://eric.ed.gov/?id=ED582418

8. Billingsley, B., & Bettini, E. (2019). Special education teacher attrition and retention: A review of the literature. Review of Educational Research, 89(5), 697-744. CrossRef

9. Boe, E. E., Bobbitt, S. A., Cook, L. H., Whitener, S. D., & Weber, A. L. (1997). Why didst thou go? Predictors of retention, transfer, and attrition of special and general education teachers from a national perspective. The Journal of Special Education, 30(4), 390-411. CrossRef

10. Booth, J., Coldwell, M., Müller, L. M., Perry, E., & Zuccollo, J. (2021). Mid-career teachers: A mixed methods scoping study of professional development, career progression and retention. Education Sciences, 11(6), 2-33. CrossRef

11. Borman, G. D., & Dowling, N. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78(3), 367-409. CrossRef

12. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. CrossRef

13. Brunner, E., Cowen, J. M., Strunk, K. O., & Drake, S. (2019). Teacher labor market responses to statewide reform: Evidence from Michigan. Educational Evaluation and Policy Analysis, 41(4), 403-425. CrossRef

14. Burge, P., Lu, H., & Phillips, W. (2021). Understanding teacher retention: Using a discrete choice experiment to measure teacher retention in England. RAND Corporation. CrossRef

15. Burke, P. F., Schuck, S., Aubusson, P., Buchanan, J., Louviere, J. J., & Prescott, A. (2013). Why do early career teachers choose to remain in the profession? The use of best-worst scaling to quantify key factors. International Journal of Educational Research, 62, 259-268. CrossRef

16. Carver-Thomas, D., & Darling-Hammond, L. (2019). The trouble with teacher turnover: How teacher attrition affects students and schools. Education Policy Analysis Archives, 27(36), 1-31. CrossRef

17. Collinson, V., & Ono, Y. (2001). The professional development of teachers in the United States and Japan. European Journal of Teacher Education, 24(2), 223-248. CrossRef

18. Colson, T. L., & Satterfield, C. (2018). The effects of strategic compensation on teacher retention. Power and Education, 10(1), 92-104. CrossRef

19. Curran, F. C., Viano, S. L., & Fisher, B. W. (2019). Teacher victimization, turnover, and contextual factors promoting resilience. Journal of School Violence, 18(1), 21-38. CrossRef

20. De Jong, D., & Campoli, A. (2018). Curricular coaches' impact on retention for early-career elementary teachers in the USA: Implications for urban schools. International Journal of Mentoring and Coaching in Education, 7(2), 191-200. CrossRef

21. Donitsa-Schmidt, S., & Zuzovsky, R. (2020). Teacher shortage and teacher surplus: Jewish vs. Arab educational sectors in Israel. In Ovenden-Hope, T., & Passy, R. (Eds.), Exploring Teacher Recruitment and Retention (s. 185-196). Routledge. CrossRef

22. Dreer, B. (2021). Teachers' well-being and job satisfaction: the important role of positive emotions in the workplace. Educational Studies, 1-17. CrossRef

23. du Plessis, A. E., Wang, J., Hoang, N. T., Schmidt, A., Mertens, L., Cullinan, M., & Cameron, V. (2019). New lenses to understand beginning teacher workforce concerns: Developing and justifying scale items for measuring beginning teachers' and school leaders' perceptions. International Journal of Educational Research, 98, 206-223. CrossRef

24. Dunn, A. H. (2018). Leaving a profession after it's left you: Teachers' public resignation letters as resistance amidst neoliberalism. Teachers College Record, 120(9), 1-34. CrossRef

25. Dunn, A. H., & Downey, C. A. (2018). Betting the house: Teacher investment, identity, and attrition in urban schools. Education and Urban Society, 50(3), 207-229. CrossRef

26. European Commission, Directorate-General for Education, Youth, Sport and Culture. (2014a). Study on policy measures to improve the attractiveness of the teaching profession in Europe: final report (Vol. 1). Publications Office. https://data.europa.eu/doi/10.2766/40827

27. European Commission, Directorate-General for Education, Youth, Sport and Culture. (2014b). Study on policy measures to improve the attractiveness of the teaching profession in Europe: final report (Vol. 2). Publications Office. https://data.europa.eu/doi/10.2766/41166

28. Federičová, M. (2021). Teacher turnover: What can we learn from Europe? European Journal of Education, 56(1), 102-116. CrossRef

29. Fink, A. (2005). Conducting research literature reviews: From the internet to paper. Sage.

30. García, E., & Weiss, E. (2020). A policy agenda to address the teacher shortage in US public schools: The sixth and final report in the 'perfect storm in the teacher labor market' series. Economic Policy Institute.

31. Geiger, T., & Pivovarova, M. (2018). The effects of working conditions on teacher retention. Teachers and Teaching, 24(6), 604-625. CrossRef

32. Glazer, J. (2018a). Leaving lessons: Learning from the exit decisions of experienced teachers. Teachers and Teaching, 24(1), 50-62. CrossRef

33. Glazer, J. (2018b). Learning from those who no longer teach: Viewing teacher attrition through a resistance lens. Teaching and Teacher Education, 74, 62-71. CrossRef

34. Glazer, J. (2020). Tales out of school: Tracing perspective change through the stories of former teachers. Teaching and Teacher Education, 90, Article 103032. CrossRef

35. Goodwin, A. L., Low, E. L., Cai, L., & Yeung, A. S. (2019). A longitudinal study on starting teachers' retention intentions: Do pre-teaching work experience and length of working years make a difference? Teaching and Teacher Education, 83, 148-155. CrossRef

36. Gordon, A. L. (2020). Educate-mentor-nurture: improving the transition from initial teacher education to qualified teacher status and beyond. Journal of Education for Teaching, 46(5), 664-675. CrossRef

37. Grissom, J. A., & Bartanen, B. (2019). Strategic retention: Principal effectiveness and teacher turnover in multiple-measure teacher evaluation systems. American Educational Research Journal, 56(2), 514-555. CrossRef

38. Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical. CrossRef

39. Gubler, M., Eggenhofer-Rehart, P., Andresen, M., Mandel, D., Mayrhofer, W., Lehmann, P., Schleicher, N. E., & Schramm, F. (2020). Are teachers 'same same but different'? The meaning of career success across occupations. Teacher Development, 24(1), 1-20. CrossRef

40. Guthery, S., & Bailes, L. P. (2019). Patterns of teacher attrition by preparation pathway and initial school type. Educational Policy, 36(2), 223-246. CrossRef

41. Han, E. S. (2020). The myth of unions' overprotection of bad teachers: Evidence from the district-teacher matched data on teacher turnover. Industrial Relations: A Journal of Economy and Society, 59(2), 316-352. CrossRef

42. Hanušová, S., Píšová, M., Kohoutek, T., Minaříková, E., Janík, M., Janík, T., Uličná, K., & Ježek, S. (2017). Chtějí zůstat nebo odejít? Začínající učitelé v českých základních školách. Masarykova univerzita. CrossRef

43. Hanušová, S., Píšová, M., Kohoutek, T., Minaříková, E., Ježek, S., Janík, T., Mareš, J. & Janík, M. (2020). Novice teachers in the Czech Republic and their drop‐out intentions. European Journal of Education, 55(2), 275-291. CrossRef

44. Harmsen, R., Helms-Lorenz, M., Maulana, R., & van Veen, K. (2018). The relationship between beginning teachers' stress causes, stress responses, teaching behaviour and attrition. Teachers and Teaching, 24(6), 626-643. CrossRef

45. Harris, S. P., Davies, R. S., Christensen, S. S., Hanks, J., & Bowles, B. (2019). Teacher attrition: Differences in stakeholder perceptions of teacher work conditions. Education Sciences, 9(4), 300. CrossRef

46. Haydon, T., Leko, M. M., & Stevens, D. (2018). Teacher stress: Sources, effects, and protective factors. Journal of Special Education Leadership, 31(2), 99-107.

47. Hirschman, A. O. (1970). Exit, voice, and loyalty: Responses to decline in firms, organizations, and states (Vol. 25). Harvard University Press. CrossRef

48. Chambers Mack, J., Johnson, A., Jones‐Rincon, A., Tsatenawa, V., & Howard, K. (2019). Why do teachers leave? A comprehensive occupational health study evaluating intent‐to‐quit in public school teachers. Journal of Applied Biobehavioral Research, 24(1), Article e12160. CrossRef

49. Chvál, M., Kasper, T., Kučera, D., Kucharská, A., Mareš, J., Rýdl, K., Spilková, V., Stuchlíková, I., Štech, S. & Uličná, K. (2021). Nedostatek kvalifikovaných učitelů nelze řešit rezignací na kvalifikaci. Pedagogika, 71(1), 120-125. CrossRef

50. Ingersoll, R., Merrill, L., & May, H. (2014). What are the effects of teacher education and preparation on beginning teacher attrition? CPRE Research Reports. 8, 1-36. CrossRef

51. Jones, B. (2018). A special kind of ambition: The role of personality in the retention of academically elite teachers. Teachers College Record, 120(9), 1-28. CrossRef

52. Karalis Noel, T. (2021). Identity tensions: Understanding a previous practitioner's decision to pursue and depart the teaching profession. Frontiers in Education, 6, Article 586212. CrossRef

53. Karlberg, M., & Bezzina, C. (2020). The professional development needs of beginning and experienced teachers in four municipalities in Sweden. Professional Development in Education, 48(4), 624-641. CrossRef

54. Kelchtermans, G. (2017). 'Should I stay or should I go?': Unpacking teacher attrition/retention as an educational issue. Teachers and Teaching, 23(8), 961-977. CrossRef

55. Kelly, N., Cespedes, M., Clarà, M., & Danaher, P. A. (2019). Early career teachers' intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction. Australian Journal of Teacher Education, 44(3), 93-113. CrossRef

56. Kelly, N., Sim, C., & Ireland, M. (2018). Slipping through the cracks: teachers who miss out on early career support. Asia-Pacific Journal of Teacher Education, 46(3), 292-316. CrossRef

57. Kutsyuruba, B., Walker, K., Al Makhamreh, M., Stasel, M. & Stroud, R. (2018). Attrition, retention, and development of early career teachers: Pan-Canadian narratives. in education, 24(1), 43-71. CrossRef

58. Lambert, K., & Gray, C. (2021). Hyper-performativity and early career teachers: interrogating teacher subjectivities in neoliberal educational assemblages. Discourse: Studies in the Cultural Politics of Education, 1-15. CrossRef

59. Liu, J. (2021). Exploring teacher attrition in urban China through interplay of wages and well-being. Education and Urban Society, 53(7), 807-830. CrossRef

60. Macdonald, D. (1999). Teacher attrition: A review of literature. Teaching and Teacher Education, 15(8), 835-848. CrossRef

61. Mason, S., & Matas, C. P. (2015). Teacher attrition and retention research in Australia: Towards a new theoretical framework. Australian Journal of Teacher Education (Online), 40(11), 45-66. CrossRef

62. Mawhinney, L., & Rinke, C. R. (2018). I just feel so guilty: The role of emotions in former urban teachers' career paths. Urban Education, 53(9), 1079-1101. CrossRef

63. McCreight, C. (2000). Teacher attrition, shortage, and strategies for teacher retention (ED444986) [document resume]. ERIC. https://eric.ed.gov/?id=ED444986

64. McInerney, D. M., Korpershoek, H., Wang, H., & Morin, A. J. (2018). Teachers' occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. Teaching and Teacher Education, 71, 145-158. CrossRef

65. Miller, J. M., & Youngs, P. (2021). Person-organization fit and first-year teacher retention in the United States. Teaching and Teacher Education, 97, Article 103226. CrossRef

66. Miller, J. M., Youngs, P., Perrone, F., & Grogan, E. (2020). Using measures of fit to predict beginning teacher retention. The Elementary School Journal, 120(3), 399-421. CrossRef

67. Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of Internal Medicine, 151(4), 264-269. CrossRef

68. Newburgh, K. (2017). Teaching in good faith: An exploration of the personal, professional, and philosophical evolution of first-year educators [Disertační práce]. University of Denver.

69. Newburgh, K. (2019). Teaching in good faith: Towards a framework for defining the deep supports that grow and retain first-year teachers, Educational Philosophy and Theory, 51(12), 1237-1251. CrossRef

70. Ng, P. T., Lim, K. M., Low, E. L., & Hui, C. (2018). Provision of early field experiences for teacher candidates in Singapore and how it can contribute to teacher resilience and retention. Teacher Development, 22(5), 632-650. CrossRef

71. Nguyen, T. D. (2020a). Examining the teacher labor market in different rural contexts: Variations by urbanicity and rural states. AERA Open, 6(4). CrossRef

72. Nguyen, T. D. (2020b). Teacher attrition and retention in Kansas: A case study of geographically rural states with persistent teacher shortages. Online Journal of Rural Research & Policy, 15(1), 1-24. CrossRef

73. Nguyen, T. D. (2021). Linking school organizational characteristics and teacher retention: Evidence from repeated cross-sectional national data. Teaching and Teacher Education, 97, 103220. CrossRef

74. Nguyen, T. D., & Springer, M. G. (2021). A conceptual framework of teacher turnover: a systematic review of the empirical international literature and insights from the employee turnover literature. Educational Review, 1-36. CrossRef

75. Nguyen, T. D., Pham, L. D., Crouch, M., & Springer, M. G. (2020). The correlates of teacher turnover: An updated and expanded meta-analysis of the literature. Educational Research Review, 31, 100355. CrossRef

76. Ovenden-Hope, T., Blandford, S., Cain, T., & Maxwell, B. (2018). RETAIN early career teacher retention programme: Evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century teaching profession. Journal of Education for Teaching, 44(5), 590-607. CrossRef

77. Perryman, J., & Calvert, G. (2020). What motivates people to teach, and why do they leave? Accountability, performativity and teacher retention. British Journal of Educational Studies, 68(1), 3-23. CrossRef

78. Píšová, M., & Hanušová, S. (2016). Začínající učitelé a drop-out. Pedagogika, 66(4), 386-407. CrossRef

79. Player, D., Youngs, P., Perrone, F., & Grogan, E. (2017). How principal leadership and person-job fit are associated with teacher mobility and attrition. Teaching and Teacher Education, 67, 330-339. CrossRef

80. Podolsky, A., Kini, T., Darling-Hammond, L., & Bishop, J. (2019). Strategies for attracting and retaining educators: What does the evidence say? Education Policy Analysis Archives, 27, 38, 1-47. CrossRef

81. Qin, L. (2021). Country effects on teacher turnover intention: a multilevel, cross-national analysis. Educational Research for Policy and Practice, 20(1), 79-105. CrossRef

82. Reinsfield, E., & Lee, K. (2022). Exploring the technology teacher shortage in New Zealand: the implications for quality teaching and learning. International Journal of Technology and Design Education, 32(3), 1649-1658. CrossRef

83. Robertson-Kraft, C., & Zhang, R. S. (2018). Keeping great teachers: A case study on the impact and implementation of a pilot teacher evaluation system. Educational Policy, 32(3), 363-394. CrossRef

84. Rodriguez, L. A., Swain, W. A., & Springer, M. G. (2020). Sorting through performance evaluations: The influence of performance evaluation reform on teacher attrition and mobility. American Educational Research Journal, 57(6), 2339-2377. CrossRef

85. Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4-36. CrossRef

86. Rozkovcová, A., & Urbánek, P. (2017). Fluktuace učitelů: vybrané zahraniční teorie a výzkumné přístupy. Studia paedagogica, 22(3), 25-40. CrossRef

87. Saatcioglu, A. (2020). Teacher persistence as a function of teacher-job fit: Evidence from a large suburban district, 2010-2015. Teaching and Teacher Education, 94, 103121. CrossRef

88. Santoro, D. A. (2017). Teachers' expressions of craft conscience: Upholding the integrity of a profession. Teachers and Teaching, 23(6), 750-761. CrossRef

89. See, B. H., Morris, R., Gorard, S., Kokotsaki, D., & Abdi, S. (2020). Teacher recruitment and retention: A critical review of international evidence of most promising interventions. Education Sciences, 10(10), 262, 1-45. CrossRef

90. Shewbridge, C., Herczyński, J., Radinger, T., & Sonnemann, J. (2016). OECD reviews of school resources: Czech Republic 2016. OECD Publishing. CrossRef

91. Shine, K. (2015). Reporting the'exodus': News coverage of teacher shortage in Australian newspapers. Issues in Educational Research, 25(4), 501-516.

92. Shirrell, M. (2018). The effects of subgroup-specific accountability on teacher turnover and attrition. Education Finance and Policy, 13(3), 333-368. CrossRef

93. Schaefer, L., Hennig, L., & Clandinin, J. (2021). Intentions of early career teachers: should we stay or should we go now? Teaching Education, 32(3), 309-322. CrossRef

94. Sims, S., & Allen, R. (2018). Identifying schools with high usage and high loss of newly qualified teachers. National Institute Economic Review, 243, R27-R36. CrossRef

95. Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of business research, 104, 333-339. CrossRef

96. Sorensen, L. C., & Ladd, H. F. (2020). The hidden costs of teacher turnover. Aera Open, 6(1), 2332858420905812. CrossRef

97. Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S. Learning Policy Institute. CrossRef

98. Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2019). Understanding teacher shortages: An analysis of teacher supply and demand in the United States. Education Policy Analysis Archives, 27(35). CrossRef

99. Synar, E., & Maiden, J. (2012). A comprehensive model for estimating the financial impact of teacher turnover. Journal of Education Finance, 38(2), 130-144.

100. Taylor, J. A., & West, B. (2020). Estimating teacher attrition for impact study design. Educational Researcher, 49(1), 68-70. CrossRef

101. Tigchelaar, A., Brouwer, N., & Vermunt, J. D. (2010). Tailor-made: Towards a pedagogy for educating second-career teachers. Educational Research Review, 5(2), 164-183. CrossRef

102. Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. Human Resource Development Review, 4(3), 356-367. CrossRef

103. Torres, A. S. (2020). Emotions, identity, and commitment among early leavers in the United States of America. Teachers and Teaching, 26(7-8), 508-521. CrossRef

104. Torres, D. G. (2018). Distributed leadership and teacher job satisfaction in Singapore. Journal of Educational Administration, 56(1), 127-142. CrossRef

105. Travers, C. (2017). Current knowledge on the nature, prevalence, sources and potential impact of teacher stress. In McIntyre, T. M., McIntyre, S. E, Francis. D. J. (Eds). Educator stress: An occupational health perspective (s. 23-54). Springer. CrossRef

106. Trevethan, H. (2018). Challenging the discourse of beginning teaching: Only one crying phone call. New Zealand Journal of Educational Studies, 53(1), 49-63. CrossRef

107. Troesch, L. M., & Bauer, C. E. (2020). Is teaching less challenging for career switchers? First and second career teachers' appraisal of professional challenges and their intention to leave teaching. Frontiers in Psychology, 10, Article 3067. CrossRef

108. UNESCO. (2022). World Teachers' Day: UNESCO sounds the alarm on the global teacher shortage crisis. Autor. https://www.unesco.org/en/articles/world-teachers-day-unesco-sounds-alarm-global-teacher-shortage-crisis

109. Vagi, R., Pivovarova, M., & Miedel Barnard, W. (2019). Keeping our best? A survival analysis examining a measure of preservice teacher quality and teacher attrition. Journal of Teacher Education, 70(2), 115-127. CrossRef

110. Van den Borre, L., Spruyt, B., & Van Droogenbroeck, F. (2021). Early career teacher retention intention: Individual, school and country characteristics. Teaching and Teacher Education, 105, Article 103427. CrossRef

111. Voss, T., & Kunter, M. (2020). "Reality shock" of beginning teachers? Changes in teacher candidates' emotional exhaustion and constructivist-oriented beliefs. Journal of Teacher Education, 71(3), 292-306. CrossRef

112. Weldon, P. (2018). Early career teacher attrition in Australia: Evidence, definition, classification and measurement. Australian Journal of Education, 62(1), 61-78. CrossRef

113. Whalen, C., Majocha, E., & Van Nuland, S. (2019). Novice teacher challenges and promoting novice teacher retention in Canada. European Journal of Teacher Education, 42(5), 591-607. CrossRef

114. Wyatt, J. E., & O'Neill, M. (2021). Investigation of early career teacher attrition and the impact of induction programs in Western Australia. International Journal of Educational Research, 107, 101754. CrossRef

115. Xuehui, A. (2018). Teacher salaries and the shortage of high-quality teachers in China's rural primary and secondary schools. Chinese Education & Society, 51(2), 103-116. CrossRef

116. Zavelevsky, E., & Lishchinsky, O. S. (2020). An ecological perspective of teacher retention: An emergent model. Teaching and Teacher Education, 88, Article 102965. CrossRef

117. Zhu, G., Rice, M., Rivera, H., Mena, J., & Van Der Want, A. (2020). 'I did not feel any passion for my teaching': a narrative inquiry of beginning teacher attrition in China. Cambridge Journal of Education, 50(6), 771-791. CrossRef

Creative Commons License
Odchody učitelů z profese: Přehledová studie is licensed under a Creative Commons Attribution 4.0 International License.

157 x 230 mm
vychází: 3 x ročně
cena tištěného čísla: 150 Kč
ISSN: 1802-4637
E-ISSN: 2336-3177

Ke stažení