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Self-efficacy as a predictor of commitment to the teaching profession: A meta-analysis

Chesnut, Steven Randall, Burley, Hansel·2015·Educational Research Review

DOI 10.1016/j.edurev.2015.02.001

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Authors: Chesnut, S. R., & Burley, H.
Affiliations: Texas Tech University (US)
Corresponding author: Chesnut, Steven Randall
ORCID: Chesnut, Steven Randall
Venue: Educational Research Review
Publisher: Elsevier BV
Published: 2015-06
Volume: 15
Pages: 1-16
ISSN: 1747-938X (ISSN-L)
DOI: 10.1016/j.edurev.2015.02.001
OpenAlex: W2014987202
Cited by: 367
References: 103
Citations by year: 2026: 34 · 2025: 53 · 2024: 45 · 2023: 53 · 2022: 42 · 2021: 39 · 2020: 33 · 2019: 35 · 2018: 13 · 2017: 13 · 2016: 5 · 2015: 2
FWCI: 5.23
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Educational Research Review (publishedVersion)
Topics: Social Sciences › Education › Teacher Professional Development and Motivation
Social Sciences › Education › Teacher Education and Leadership Studies
Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Keywords: teacher self-efficacy, teacher commitment, pre-service teachers, in-service teachers, teacher retention, self-efficacy measurement

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