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dc.contributor.authorAlexander, Colette
dc.contributor.authorWyatt-Smith, Claire
dc.contributor.authorDu Plessis, Anna
dc.date.accessioned2020-08-27T03:25:20Z
dc.date.available2020-08-27T03:25:20Z
dc.date.issued2020
dc.identifier.issn0742-051X
dc.identifier.doi10.1016/j.tate.2020.103186
dc.identifier.urihttp://hdl.handle.net/10072/396818
dc.description.abstractThis article addresses the characteristics, motivations and perceptions of teachers regarding retention. The participants were practicing teachers in Australia. The survey included the Factors Influencing Teaching Choice (FIT-Choice) scale, previously used with preservice teachers. The results show that: i) teacher motivations are related to self-perceptions in teaching children/adolescents in the community, ii) threatened by negative social perceptions, and iii) influenced by characteristics such as gender. It is concluded that retention may be undermined by employment practices and social perceptions that erode a teacher’s self-concept. Outcomes inform policy for improving employment practices for the retention of a diverse teaching workforce.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofpagefrom103186
dc.relation.ispartofjournalTeaching and Teacher Education
dc.relation.ispartofvolume96
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode3904
dc.titleThe role of motivations and perceptions on the retention of inservice teachers
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationAlexander, C; Wyatt-Smith, C; Du Plessis, A, The role of motivations and perceptions on the retention of inservice teachers, Teaching and Teacher Education, 2020, 96, pp. 103186
dc.date.updated2020-08-27T00:16:52Z
gro.hasfulltextNo Full Text
gro.griffith.authorDu Plessis, Anna E E.


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