The relationship between moral identity, motivation, and basic psychological needs to special education teacher retention
Author:
Funder
MSUM Alumni Foundation
Publisher
Springer Science and Business Media LLC
Subject
General Psychology
Link
https://link.springer.com/content/pdf/10.1007/s12144-023-05454-8.pdf
Reference72 articles.
1. Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago public high schools. Journal of Labor Economics, 25(1), 95–135. https://doi.org/10.1086/508733
2. Alexander, Colette, Wyatt-Smith, Claire, & du Plessis, Anna. (2020). The role of motivations and perceptions on the retention of inservice teachers. Teaching and Teacher Education, 96, 103186. https://doi.org/10.1016/j.tate.2020.103186
3. Aquino, K., & Reed, A. (2002). The self-importance of moral identity. Journal of Personality and Social Psychology, 83(6), 1423–1440. https://doi.org/10.1037/0022-3514.83.6.1423
4. Baard, P. P., Deci, E. L., & Ryan, R. M. (2004). Intrinsic need satisfaction: A motivational basis of performance and well-being in two work settings. Journal of Applied Social Psychology, 34(10), 2045–2068. https://doi.org/10.1111/j.1559-1816.2004.tb02690.x
5. Berlinghoff, D., & McLaughlin, V. L. (2022). Practice-based standards for the preparation of special educators. Council for Exceptional Children.
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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