|
References
1. Acheampong, P., & Gyasi, J. F. (2019). Teacher Retention: A Review of Policies for Motivating Rural Basic School Teachers in Ghana. Asian Journal of Education Training, 5(1), 86-92.
2. Achinstein, B., Ogawa, R. T., & Speiglman, A. (2004). Are We Creating Separate and Unequal Tracks of Teachers? The Effects of State Policy, Local Conditions, and Teacher Characteristics on New Teacher Socialization. American Educational Research Journal, 41(3), 557-603. https://doi.org/10.3102/00028312041003557
3. Adams, J. S. (2005). Equity theory. Organizational behavior I: Essential theories of motivation leadership & Organization Development Journal, 134-159.
4. Addai, P., Kyeremeh, E., Abdulai, W., & Sarfo, J. O. (2018). Organizational Justice and Job Satisfaction as Predictors of Turnover Intentions among Teachers in the Offinso South District of Ghana. European Journal of Contemporary Education, 7(2), 235-243.
5. Adusei, H., Sarfo, J. O., Manukure, P., & Cudjoe, J. (2016). " If I should stop teaching now, where will I go?" Turnover intentions among high school teachers in Ghana. European Journal of Contemporary Education, 17(3), 263-271.
6. Aggarwal, N., & Medury, Y. (2012). Job satisfaction among faculty: an approach to study the intention to leave or stay in the university. Voice of Research, 1(3), 38-41.
7. Ajzen, I. (1991). The theory of planned behavior. Organizational behavior human decision processes, 50(2), 179-211. https://doi.org/10.1016/0749-5978(91)90020-T
8. Al-Atwi, A. A., & Al-Hassani, K. K. (2021). Inclusive leadership: scale validation and potential consequences. Leadership & Organization Development Journal, 42(8), 1222-1240. https://doi.org/10.1108/LODJ-08-2020-0327
9. Al-Yaseen, W. S., & Al-Musaileem, M. Y. (2015). Teacher empowerment as an important component of job satisfaction: a comparative study of teachers’ perspectives in Al-Farwaniya District, Kuwait. Compare: A Journal of Comparative and International Education, 45(6), 863-885. https://doi.org/10.1080/03057925.2013.855006
10. Alkhateri, A. S., Abuelhassan, A. E., Khalifa, G. S., Nusari, M., & Ameen, A. (2018). The Impact of perceived supervisor support on employees turnover intention: The Mediating role of job satisfaction and affective organizational commitment. International Business Management, 12(7), 477-492.
11. Allen, R., Burgess, S., & Mayo, J. (2018). The teacher labour market, teacher turnover and disadvantaged schools: new evidence for England. Education Economics, 26(1), 4-23. https://doi.org/10.1080/09645292.2017.1366425
12. Allensworth, E., Ponisciak, S., & Mazzeo, C. (2009). The schools teachers leave: teacher mobility in Chicago public schools. Consortium on Chicago School Research.
13. Allisey, A. F., Noblet, A. J., Lamontagne, A. D., & Houdmont, J. (2013). Testing a Model of Officer Intentions to Quit: The Mediating Effects of Job Stress and Job Satisfaction. Criminal Justice and Behavior, 41(6), 751-771. https://doi.org/10.1177/0093854813509987
14. Altunolu, A. E., & Sarpkaya, P. J. A. J. o. B. M. (2012). Effects of burnout and job satisfaction on intention to leave. 6(29), 8564-8571.
15. Andrade, C. (2020). The Limitations of Online Surveys. Indian Journal of Psychological Medicine, 42(6), 575-576. https://doi.org/10.1177/0253717620957496
16. Angerer, J. M. (2003). job burnout. 40(3), 98-107. https://doi.org/https://doi.org/10.1002/j.2161-1920.2003.tb00860.x
17. Arnup, J., & Bowles, T. (2016). Should I stay or should I go? Resilience as a protective factor for teachers’ intention to leave the teaching profession. Australian Journal of Education, 60(3), 229-244. https://doi.org/10.1177/0004944116667620
18. Aspalter, C. (2019). Democratization and welfare state development in Taiwan. Routledge.
19. Azano, A. P., Callahan, C., Bass, E. L., & Rasheed, M. (2020). Supporting Gifted Education in Rural Schools. Rural Educator, 41(2), 47-54.
20. Barbieri, G., Rossetti, C., & Sestito, P. (2011). The determinants of teacher mobility: Evidence using Italian teachers’ transfer applications. Economics of Education Review, 30(6), 1430-1444. https://doi.org/https://doi.org/10.1016/j.econedurev.2011.07.010
21. Barnes, G., Crowe, E., & Schaefer, B. (2007). The cost of teacher turnover in five school districts: A pilot study. National Commission on Teaching America''s Future.
22. Barsky, A., Kaplan, S. A., & Beal, D. J. (2010). Just Feelings? The Role of Affect in the Formation of Organizational Fairness Judgments. Journal of management, 37(1), 248-279. https://doi.org/10.1177/0149206310376325
23. Bempah, E. O., Kaylen, M. S., Osburn, D. D., & Birkenholz, R. J. (1994). An econometric analysis of teacher mobility. Economics of Education Review, 13(1), 69-77. https://doi.org/https://doi.org/10.1016/0272-7757(94)90024-8
24. Bilal, H. (2012). Job satisfaction of university teachers: Impact of working conditions and compensation. Review of Integrative Business Economics Bulletin, 1(1), 101-120.
25. Blau, P. (1964). 1964 Exchange and power in social life. New York: Wiley.
Blossfeld, H.-P., Buchholz, S., Skopek, J., & Triventi, M. (2016). Models of secondary education and social inequality: An international comparison. Edward Elgar Publishing.
26. Bogler, R. (2001). The Influence of Leadership Style on Teacher Job Satisfaction. Educational Administration Quarterly, 37(5), 662-683. https://doi.org/10.1177/00131610121969460
27. Bogler, R., & Nir, A. E. (2012). The importance of teachers'' perceived organizational support to job satisfaction. Journal of Educational Administration, 50(3), 287-306. https://doi.org/10.1108/09578231211223310
28. Bolin, F. (2007). A Study of Teacher Job Satisfaction and Factors That Influence It. Chinese Education & Society, 40(5), 47-64. https://doi.org/10.2753/CED1061-1932400506
29. 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. https://doi.org/10.3102/0034654308321455
30. Bourke, J., Titus, A., & Espedido, A. (2020). The key to inclusive leadership. Harvard Business Review, 2-5.
31. Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The Influence of School Administrators on Teacher Retention Decisions. American Educational Research Journal, 48(2), 303-333. https://doi.org/10.3102/0002831210380788
32. Brunetti, G. J. (2001). Why Do They Teach? A Study of Job Satisfaction among Long-Term High School Teachers. Teacher Education Quarterly, 28(3), 49-74. http://www.jstor.org/stable/23478304
33. Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.
34. Burke, P. F., Aubusson, P. J., Schuck, S. R., Buchanan, J. D., & Prescott, A. E. (2015). How do early career teachers value different types of support? A scale-adjusted latent class choice model. Teaching and Teacher Education, 47, 241-253. https://doi.org/https://doi.org/10.1016/j.tate.2015.01.005
35. Caplan, R. D. (1987). Person-environment fit theory and organizations: Commensurate dimensions, time perspectives, and mechanisms. Journal of Vocational Behavior, 31(3), 248-267. https://doi.org/https://doi.org/10.1016/0001-8791(87)90042-X
36. Carmeli, A., Reiter-Palmon, R., & Ziv, E. (2010). Inclusive leadership and employee involvement in creative tasks in the workplace: The mediating role of psychological safety. Creativity Research Journal, 22(3), 250-260.
37. Carroll, T. G. (2007). Policy brief: The high cost of teacher turnover. National Commission on Teaching America’s Future.
38. Center for Teaching Quality. (2006). Improving teacher recruitment and retention in rural school districts: A preliminary report to Halifax County Schools. Hillsborough, NC.
39. Chen, S. (2016). Dawning of hope: Practice of and reflections on indigenous teacher education in Taiwan. Policy Futures in Education, 14(7), 943-955. https://doi.org/10.1177/1478210316656312
40. Cheng, M.-N. (2008). Job stress, self-efficacy, burnout, and intention to leave among kindergarten teachers in Taiwan. Lynn University.
41. Clandinin, D. J., Long, J., Schaefer, L., Downey, C. A., Steeves, P., Pinnegar, E., . . . Wnuk, S. (2015). Early career teacher attrition: intentions of teachers beginning. Teaching Education, 26(1), 1-16. https://doi.org/10.1080/10476210.2014.996746
42. Cochran-Smith, M., McQuillan, P., Mitchell, K., Terrell, D. G., Barnatt, J., D’Souza, L., . . . Gleeson, A. M. (2012). A Longitudinal Study of Teaching Practice and Early Career Decisions: A Cautionary Tale. American Educational Research Journal, 49(5), 844-880. https://doi.org/10.3102/0002831211431006
43. Cohen, A., Ben‐Tura, E., & Vashdi, D. R. (2012). The relationship between social exchange variables, OCB, and performance. Personnel Review, 41(6), 705-731. https://doi.org/10.1108/00483481211263638
44. Cohen, J. (1998). Statistical power analysis for the behavioral sciences (2nd Ed.). Routledge.
Cropanzano, R., Anthony, E. L., Daniels, S. R., & Hall, A. V. (2017). Social Exchange Theory: A Critical Review with Theoretical Remedies. 11(1), 479-516. https://doi.org/10.5465/annals.2015.0099
45. Crossman, A., & Harris, P. (2006). Job Satisfaction of Secondary School Teachers. Educational Management Administration & Leadership, 34(1), 29-46. https://doi.org/10.1177/1741143206059538
46. Cui, B., & Richardson, A. (2016). Factors influencing Australian teachers’ intent to leave the teaching profession. 14th Australasian data mining conference, Canberra, ACT, Australia. Retrieved from https://www. researchgate.net/publication/311735299_Factors_influencing_Australian_teachers''_intent_to_leave_the_teaching_profession,
47. Curtis, C. (2012). Why do they choose to teach--and why do they leave? A study of middle school and high school mathematics teachers [Report]. Education, 132, 779+. https://link.gale.com/apps/doc/A297135680/AONE?u=anon~7a90843&sid=googleScholar&xid=e985b0a2
48. Dawis, R. V., & Lofquist, L. H. (1984). A psychological theory of work adjustment: An individual differences model and its applications. University of Minnesota press.
49. De Neve, D., & Devos, G. (2017). Psychological states and working conditions buffer beginning teachers’ intention to leave the job. European Journal of Teacher Education, 40(1), 6-27. https://doi.org/10.1080/02619768.2016.1246530
50. Dechawatanapaisal, D. (2018). Examining the relationships between HR practices, organizational job embeddedness, job satisfaction, and quit intention. Asia-Pacific Journal of Business Administration, 10(2/3), 130-148. https://doi.org/10.1108/APJBA-11-2017-0114
51. Demirtas, Z. (2010). Teachers’ job satisfaction levels. Procedia - Social and Behavioral Sciences, 9, 1069-1073. https://doi.org/https://doi.org/10.1016/j.sbspro.2010.12.287
52. Denzin, N. K. (2017). The research act: A theoretical introduction to sociological methods. Transaction publishers.
53. Djurkovic, N., McCormack, D., & Casimir, G. (2008). Workplace bullying and intention to leave: the moderating effect of perceived organisational support. 18(4), 405-422. https://doi.org/https://doi.org/10.1111/j.1748-8583.2008.00081.x
54. Donaldson, M. L., & Johnson, S. M. (2010). The Price of Misassignment: The Role of Teaching Assignments in Teach For America Teachers’ Exit From Low-Income Schools and the Teaching Profession. Educational Evaluation and Policy Analysis, 32(2), 299-323. https://doi.org/10.3102/0162373710367680
55. Dundar, T., & Tabancali, E. (2012). The Relationship between Organizational Justice Perceptions and Job Satisfaction Levels. Procedia - Social and Behavioral Sciences, 46, 5777-5781. https://doi.org/https://doi.org/10.1016/j.sbspro.2012.06.513
56. Dupriez, V., Delvaux, B., & Lothaire, S. (2016). Teacher shortage and attrition: Why do they leave? , 42(1), 21-39. https://doi.org/https://doi.org/10.1002/berj.3193
57. Edwards, J. R. (2008). 4 Person–Environment Fit in Organizations: An Assessment of Theoretical Progress. 2(1), 167-230. https://doi.org/10.5465/19416520802211503
58. Eldor, L., & Shoshani, A. (2017). Are You Being Served? The Relationship between School Climate for Service and Teachers'' Engagement, Satisfaction, and Intention to Leave: A Moderated Mediation Model. The Journal of Psychology, 151(4), 359-378. https://doi.org/10.1080/00223980.2017.1291488
59. Elfers, A. M., Plecki, M. L., & Knapp, M. S. (2006). Teacher Mobility: Looking More Closely at "The Movers" Within a State System. Peabody Journal of Education, 81(3), 94-127. https://doi.org/10.1207/S15327930pje8103_4
60. Elma, C. (2013). The Predictive Value of Teachers'' Perception of Organizational Justice on Job Satisfaction. Eurasian Journal of Educational Research, 51, 157-175.
61. English, E. M. (2011). Principals'' servant leadership and teachers'' job satisfaction. University of La Verne.
62. Feng, L. (2009). Opportunity Wages, Classroom Characteristics, and Teacher Mobility. 75(4), 1165-1190. https://doi.org/https://doi.org/10.1002/j.2325-8012.2009.tb00952.x
63. Feng, L. (2014). Teacher placement, mobility, and occupational choices after teaching. Education Economics, 22(1), 24-47. https://doi.org/10.1080/09645292.2010.511841
64. Feng, Y., Lou, C., Gao, E., Tu, X., Cheng, Y., Emerson, M. R., & Zabin, L. S. (2012). Adolescents'' and Young Adults'' Perception of Homosexuality and Related Factors in Three Asian Cities. Journal of Adolescent Health, 50(3, Supplement), S52-S60. https://doi.org/https://doi.org/10.1016/j.jadohealth.2011.12.008
65. Fornell, C., & Larcker, D. F. (1981). Evaluating Structural Equation Models with Unobservable Variables and Measurement Error. Journal of Marketing Research, 18(1), 39-50. https://doi.org/10.2307/3151312
66. Franke, G., & Sarstedt, M. (2019). Heuristics versus statistics in discriminant validity testing: a comparison of four procedures. Internet Research, 29(3), 430-447. https://doi.org/10.1108/IntR-12-2017-0515
67. Fricker, R. D., & Schonlau, M. (2002). Advantages and Disadvantages of Internet Research Surveys: Evidence from the Literature. Field Methods, 14(4), 347-367. https://doi.org/10.1177/152582202237725
68. Fulbeck, E. S. (2014). Teacher Mobility and Financial Incentives: A Descriptive Analysis of Denver’s ProComp. Educational Evaluation and Policy Analysis, 36(1), 67-82. https://doi.org/10.3102/0162373713503185
69. Fwu, B.-j., & Wang, H.-h. (2002a). From uniformity to diversification: transformation of teacher education in pursuit of teacher quality in Taiwan from 1949 to 2000. International Journal of Educational Development, 22(2), 155-167. https://doi.org/https://doi.org/10.1016/S0738-0593(01)00019-0
70. Fwu, B.-J., & Wang, H.-H. (2002b). The Social Status of Teachers in Taiwan. Comparative education, 38(2), 211-224. https://doi.org/10.1080/03050060220140584
71. Ghran, L. A. Z., Jameel, A. S., & Ahmad, A. (2019). The effect of organizational justice on job satisfaction among secondary school teachers. International Review, 3(4), 84-93.
72. Goddard, R., & O''Brien, P. (2003). Beginning teachers'' perceptions of their work, well-being, and intention to leave Taylor & Francis (Routledge)]. http://eprints.usq.edu.au/id/eprint/3338
73. Goldring, R., Taie, S., & Riddles, M. (2014). Teacher Attrition and Mobility: Results from the 2012-13 Teacher Follow-Up Survey. First Look. NCES 2014-077. National Center for Education Statistics. http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=2014077
74. Graeme, H., & Nguyen, T. H. X. (2007). Marriage migration between Vietnam and Taiwan: A view from Vietnam. Watering the neighbour’s garden: The growing demographic female deficit in Asia.
75. Greenberg, J. (1996). The Quest for Justice on the Job, Sage. Sage, Thousand Oaks, CA.
76. Gu, Y., Wang, R., & You, X. (2020). Recovery Experiences Moderate the Impact of Work Stressors on Well-Being: A Two-Wave Study of Preschool Teachers. Early Childhood Education Journal, 48(2), 189-202. https://doi.org/10.1007/s10643-019-00994-w
77. Guin, K. (2004). Chronic teacher turnover in urban elementary schools. Education policy analysis archives, 12(42), n42.
78. Ha, L. (2022). Đòi hỏi cấp bách: Tăng lương, phụ cấp cho giáo viên. Retrieved 08/11/2021 from https://vneconomy.vn/doi-hoi-cap-bach-tang-luong-phu-cap-cho-giao-vien.htm
79. Hai, P. T. T., Trang, B. M., & Le Thach, N. (2018). Teaching Career and Factors that influence Job Satisfaction of Novice Teachers. Journal of Institutional Research South East Asia, 16(2).
80. Hair, J., Black, W., Babin, B., & Anderson, R. (2010). Multivariate data analysis. Prentice Hall. London.
81. Hair, J. F., Matthews, L. M., Matthews, R. L., & Sarstedt, M. (2017). PLS-SEM or CB-SEM: updated guidelines on which method to use. International Journal of Multivariate Data Analysis, 1(2), 107-123.
82. Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing theory Practice, 19(2), 139-152.
83. Halim, N. A., Hassan, A., Basri, R., Yusof, A., & Ahrari, S. (2021). Job satisfaction as a mediator between leadership styles and organisational commitment of teachers in Malaysia. Asian Journal of University Education, 17(2), 61-71. https://doi.org/https://doi.org/10.24191/ajue.v17i2.13398
84. Hampton, B., Peng, L., & Ann, J. (2008). Pre-service Teachers’ Perceptions of Urban Schools. The Urban Review, 40(3), 268-295. https://doi.org/10.1007/s11256-008-0081-2
85. Hanushek, E. A., Kain, J., O''Brien, D., & Rivkin, S. G. (2005). The market for teacher quality. In: National Bureau of Economic Research Cambridge, Mass., USA.
86. Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2004a). The revolving door: A path-breaking study of teachers in Texas reveals that working conditions matter more than salary. Education next, 4(1), 76-83.
87. Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2004b). Why public schools lose teachers. Journal of human resources, 39(2), 326-354.
88. Hemingway, T. L. (2020). The Effect of Leadership Style of Principals and Teacher Retention on School Performance South Carolina State University].
89. Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115-135. https://doi.org/10.1007/s11747-014-0403-8
90. Hinkin, T. R., & Schriesheim, C. A. (2015). Leader reinforcement, behavioral integrity, and subordinate outcomes: A social exchange approach. The leadership quarterly, 26(6), 991-1004. https://doi.org/https://doi.org/10.1016/j.leaqua.2015.10.006
91. Ho, M. J., Lin, C. W., Chiu, Y. T., Lingard, L., & Ginsburg, S. (2012). A cross‐cultural study of students’ approaches to professional dilemmas: sticks or ripples. Medical education, 46(3), 245-256.
92. Ho, N. T. T., Sivapalan, S., Pham, H. H., Nguyen, L. T. M., Pham, A. T. V., & Dinh, H. V. (2020). Students'' adoption of e-learning in emergency situation: the case of a Vietnamese university during COVID-19. Interactive Technology and Smart Education, ahead-of-print(ahead-of-print). https://doi.org/10.1108/ITSE-08-2020-0164
93. Hollander, E. (2012). Inclusive leadership: The essential leader-follower relationship. Routledge.
94. Hoy, W. K., & Tarter, C. J. (2004). Organizational justice in schools: no justice without trust. International Journal of Educational Management, 18(4), 250-259. https://doi.org/10.1108/09513540410538831
95. Hu, H., Wang, C., Lan, Y., & Wu, X. (2022). Nurses’ turnover intention, hope and career identity: the mediating role of job satisfaction. BMC Nursing, 21(1), 43. https://doi.org/10.1186/s12912-022-00821-5
96. Hulpia, H., Devos, G., & Van Keer, H. (2011). The Relation Between School Leadership From a Distributed Perspective and Teachers’ Organizational Commitment: Examining the Source of the Leadership Function. Educational Administration Quarterly, 47(5), 728-771. https://doi.org/10.1177/0013161X11402065
97. Hung, C.-L. (2012). Job stress and coping strategies among early childhood teachers in central Taiwan. Educational Research Reviews, 7(23), 494-501.
98. Ingersoll, R., & May, H. (2011). Recruitment, retention and the minority teacher shortage.
99. Ingersoll, R. M. (2001). Teacher Turnover and Teacher Shortages: An Organizational Analysis. American Educational Research Journal, 38(3), 499-534. https://doi.org/10.3102/00028312038003499
100. Ingersoll, R. M., & May, H. (2012). The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover. Educational Evaluation and Policy Analysis, 34(4), 435-464. https://doi.org/10.3102/0162373712454326
101. Inman, D., & Marlow, L. (2004). Teacher retention: Why do beginning teachers remain in the profession? Education, 124(4).
102. Ismayilova, K., & Klassen, R. M. (2019). Research and teaching self-efficacy of university faculty: Relations with job satisfaction. International Journal of Educational Research, 98, 55-66. https://doi.org/https://doi.org/10.1016/j.ijer.2019.08.012
103. Jackson, C. K. (2013). Match Quality, Worker Productivity, and Worker Mobility: Direct Evidence from Teachers. The Review of Economics and Statistics, 95(4), 1096-1116. https://doi.org/10.1162/REST_a_00339 %J The Review of Economics and Statistics
104. Jackson, K. M. (2012). Influence Matters: The Link between Principal and Teacher Influence over School Policy and Teacher Turnover. Journal of School Leadership, 22(5), 875-901. https://doi.org/10.1177/105268461202200503
105. Jarzabkowski, L. (2003). Teacher collegiality in a remote Australian school. Journal of research in rural education, 18(3), 139-144.
106. Jyoti, J., Rani, R., & Gandotra, R. (2015). The impact of bundled high performance human resource practices on intention to leave. International Journal of Educational Management, 29(4), 431-460. https://doi.org/10.1108/IJEM-07-2014-0099
107. Kang, D. (2019). Where Are Teachers Paid the Most & the Least Compared to Other Professions in Asia? Retrieved 11/04 from https://www.valuechampion.sg/where-are-teachers-paid-most-least-compared-other-professions-asia#nogo
108. Kapa, R., & Gimbert, B. (2018). Job satisfaction, school rule enforcement, and teacher victimization. School Effectiveness and School Improvement, 29(1), 150-168. https://doi.org/10.1080/09243453.2017.1395747
109. 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. https://doi.org/doi/10.3316/aeipt.222922
110. Kersaint, G., Lewis, J., Potter, R., & Meisels, G. (2007). Why teachers leave: Factors that influence retention and resignation. Teaching and Teacher Education, 23(6), 775-794. https://doi.org/https://doi.org/10.1016/j.tate.2005.12.004
111. Khan, M. S., Khan, I., Kundi, G. M., Khan, S., Nawaz, A., Khan, F., & Yar, N. B. (2014). The impact of job satisfaction and organizational commitment on the intention to leave among the academicians. International Journal of Academic Research in Business Social Sciences, 4(2), 114.
112. Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36(2), 114-129. https://doi.org/https://doi.org/10.1016/j.cedpsych.2011.01.002
113. Klusmann, U., Richter, D., & Lüdtke, O. (2016). Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study. Journal of Educational Psychology, 108(8), 1193-1203. https://doi.org/10.1037/edu0000125
114. Kristof-Brown, A., & Guay, R. P. (2011). Person–environment fit. In APA handbook of industrial and organizational psychology, Vol 3: Maintaining, expanding, and contracting the organization. (pp. 3-50). American Psychological Association.
115. Kristof-Brown, A. L. (2005). Zimmerman, & RD, Johnson, EC (2005). Consequences of individuals'' fit at work: A meta-analysis of person-job, personorganization, person-group, and person-supervisor fit. Personnel Psychology, 58(2), 281-342.
116. Ladd, H. F. (2011). Teachers’ Perceptions of Their Working Conditions: How Predictive of Planned and Actual Teacher Movement? Educational Evaluation and Policy Analysis, 33(2), 235-261. https://doi.org/10.3102/0162373711398128
117. Ladebo, O. J. (2005). Effects of Work-related Attitudes on the Intention to Leave the Profession: An Examination of School Teachers in Nigeria. Educational Management Administration & Leadership, 33(3), 355-369. https://doi.org/10.1177/1741143205054014
118. Lai, T. T., Luen, W. K., & Hong, N. M. (2011). School principal leadership styles and teachers organizational commitment: A research agenda. 2 nd International Conference on Business and Economic Research (2 nd ICBER 2011) Proceeding,
119. Lim, A., Loo, J., & Lee, P. (2017). The impact of leadership on turnover intention: The mediating role of organizational commitment and job satisfaction. Journal of Applied Structural Equation Modeling, 1(1), 27-41.
120. Lin, H.-L., Gorrell, J., & Taylor, J. (2002). Influence of culture and education on US and Taiwan preservice teachers'' efficacy beliefs. The Journal of Educational Research, 96(1), 37-46.
121. Lindqvist, P., & Nordänger, U. K. (2016). Already elsewhere – A study of (skilled) teachers'' choice to leave teaching. Teaching and Teacher Education, 54, 88-97. https://doi.org/https://doi.org/10.1016/j.tate.2015.11.010
122. Liu, J. (2019). The influence of teacher empowerment on teacher intention to leave: An exploratory analysis The Pennsylvania State University]. https://etda.libraries.psu.edu/catalog/16298jol5357
123. Liu, Y., Loi, R., & Ngo, H.-y. (2020). Linking organizational social exchange to intention to leave: Does normative commitment matter? The International Journal of Human Resource Management, 31(13), 1663-1683. https://doi.org/10.1080/09585192.2017.1423097
124. Loeb, S., Darling-Hammond, L., & Luczak, J. (2005). How Teaching Conditions Predict Teacher Turnover in California Schools. Peabody Journal of Education, 80(3), 44-70. https://doi.org/10.1207/s15327930pje8003_4
125. Loi, R., Hang-Yue, N., & Foley, S. (2006). Linking employees'' justice perceptions to organizational commitment and intention to leave: The mediating role of perceived organizational support. 79(1), 101-120. https://doi.org/https://doi.org/10.1348/096317905X39657
126. Ma, X., & MacMillan, R. B. (1999). Influences of Workplace Conditions on Teachers'' Job Satisfaction. The Journal of Educational Research, 93(1), 39-47. https://doi.org/10.1080/00220679909597627
127. MacIntosh, E. W., & Doherty, A. (2010). The influence of organizational culture on job satisfaction and intention to leave. Sport Management Review, 13(2), 106-117. https://doi.org/https://doi.org/10.1016/j.smr.2009.04.006
128. Mancuso, S. V., Roberts, L., & White, G. P. (2010). Teacher retention in international schools: The key role of school leadership. Journal of Research in International Education, 9(3), 306-323. https://doi.org/10.1177/1475240910388928
129. Mansoor, A., Farrukh, M., Wu, Y., & Abdul Wahab, S. (2021). Does inclusive leadership incite innovative work behavior? Human Systems Management, 40, 93-102. https://doi.org/10.3233/HSM-200972
130. Maranto, R. (2013). How do we get them on the farm? Efforts to improve rural teacher recruitment and retention in Arkansas. The Rural Educator, 34(1).
131. Martinez, J., & McAbee, S. (2020). School administrator support of teachers: A systematic review (2000-2019). Educational Leadership Review, 21(1), 230-246.
132. Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach Burnout Inventory manual (3rd ed.). Mountain View, CA: Consulting Psychologists Press.
133. McCarthy, C. J., Lambert, R. G., Crowe, E. W., & McCarthy, C. J. (2010). Coping, Stress, and Job Satisfaction as Predictors of Advanced Placement Statistics Teachers’ Intention to Leave the Field. NASSP Bulletin, 94(4), 306-326. https://doi.org/10.1177/0192636511403262
134. Meier, K. J., & Hicklin, A. (2007). Employee Turnover and Organizational Performance: Testing a Hypothesis from Classical Public Administration. Journal of Public Administration Research and Theory, 18(4), 573-590. https://doi.org/10.1093/jopart/mum028
135. Menon, M. E., & Christou, C. (2002). Perceptions of future and cur rent teachers on the organization of elementary schools: a dissonance approach to the investigation of job satisfaction. Educational Research, 44(1), 97-110. https://doi.org/10.1080/00131880110107397
136. Mert, I. S. (2021). The Effect of Inclusive Leadership on Employee Empowerment and Innovative Work Behavior: An Empirical Study from Turkey. Pacific Business Review (International), 14(4).
137. Milanowski, A. T., Longwell-Grice, H., Saffold, F., Jones, J., Schomisch, K., & Odden, A. (2009). Recruiting New Teachers to Urban School Districts: What Incentives Will Work? International Journal of Education Policy Leadership & Organization Development Journal, 4(8), 1-13.
138. Mor Barak, M. E., Nissly, J. A., & Levin, A. (2001). Antecedents to retention and turnover among child welfare, social work, and other human service employees: What can we learn from past research? A review and metanalysis. Social service review, 75(4), 625-661.
139. Mudor, H. (2011). Conceptual framework on the relationship between human resource management practices, job satisfaction, and turnover. Journal of economics behavioral studies, 2(2), 41-49. https://doi.org/https://doi.org/10.22610/jebs.v2i2.220
140. Mugizi, W., Tumuhaise, G., Samanya, B., & Dafiewhare, A. O. (2019). Leadership Styles and Retention of Teachers in Private Primary Schools in Bushenyi-Ishaka Municipality, Uganda. Open Journal of Leadership, 8(4), 21, Article 96953. https://doi.org/10.4236/ojl.2019.84009
141. Nair, R. S., & Sivakumar, V. (2020). Does Inclusive Leadership Reduce Emotional Dissonance Among Teachers?–Investigating the Mediating Role of Psychological Empowerment Climate and Organizational Justice. Global Journal of Management Business Research, 20(1).
142. Nembhard, I. M., & Edmondson, A. C. (2006). Making it safe: The effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams. Journal of Organizational Behavior: The International Journal of Industrial, Occupational Organizational Psychology Behavior, 27(7), 941-966. https://doi.org/https://doi.org/10.1002/job.413
143. Nguyen, T. (2022). Bộ GD-ĐT: 16.000 giáo viên nghỉ việc trong năm 2022 gây ảnh hưởng không nhỏ Retrieved November 30 from https://thanhnien.vn/bo-gd-dt-16000-giao-vien-nghi-viec-trong-nam-2022-gay-anh-huong-khong-nho-post1509765.html#:~:text=B%E1%BB%99%20tr%C6%B0%E1%BB%9Fng%20B%E1%BB%99%20GD%2D%C4%90T,ho%E1%BA%A1t%20%C4%91%E1%BB%99ng%20d%E1%BA%A1y%20v%C3%A0%20h%E1%BB%8Dc.
144. Nguyen, T. V. T., Nguyen, H. T., Nong, T. X., & Nguyen, T. T. T. (2022). Inclusive Leadership and Creative Teaching: The Mediating Role of Knowledge Sharing and Innovative Climate. Creativity Research Journal, 1-12. https://doi.org/10.1080/10400419.2022.2134543
145. Nir, A. E., & Kranot, N. (2006). School Principal''s Leadership Style and Teachers'' Self-Efficacy. Planning changing, 37, 205-218.
146. Nojani, M. I., Arjmandnia, A. A., Afrooz, G. A., & Rajabi, M. (2012). The Study on Relationship between Organizational Justice and Job Satisfaction in Teachers Working in General, Special and Gifted Education Systems. Procedia - Social and Behavioral Sciences, 46, 2900-2905. https://doi.org/https://doi.org/10.1016/j.sbspro.2012.05.586
147. Nunnally, J. C. (1978). An Overview of Psychological Measurement. In B. B. Wolman (Ed.), Clinical Diagnosis of Mental Disorders: A Handbook (pp. 97-146). Springer US. https://doi.org/10.1007/978-1-4684-2490-4_4
148. Ogungbamila, B., Balogun, A. G., Ogungbamila, A., & Oladele, R. S. (2014). Job stress, emotional labor, and emotional intelligence as predictors of turnover intention: Evidence from two service occupations. Mediterranean Journal of Social Sciences, 5(6), 351.
149. Paillé, P., Bourdeau, L., & Galois, I. (2010). Support, trust, satisfaction, intent to leave and citizenship at organizational level. International Journal of Organizational Analysis, 18(1), 41-58. https://doi.org/10.1108/19348831011033203
150. Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational research quarterly, 29(1), 38-54.
151. Peist, E., McMahon, S. D., Davis, J. O., & Keys, C. B. (2020). Teacher Turnover in the Context of Teacher-Directed Violence: An Empowerment Lens. Journal of School Violence, 19(4), 553-565. https://doi.org/10.1080/15388220.2020.1779081
152. Phan, N. T. T., & Locke, T. (2016). Vietnamese teachers’ self-efficacy in teaching English as a Foreign Language. English Teaching: Practice & Critique, 15(1), 105-128. https://doi.org/10.1108/ETPC-04-2015-0033
153. Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of applied psychology, 88(5), 879.
154. Qadach, M., Schechter, C., & Da’as, R. a. (2019). Instructional leadership and teachers'' intent to leave: The mediating role of collective teacher efficacy and shared vision. Educational Management Administration & Leadership, 48(4), 617-634. https://doi.org/10.1177/1741143219836683
155. Quan, T. T., Mai, P. P., My, P. T. C., Nogalski, B., & Tien, N. H. (2022). Reform of the salary system to improve competitiveness in public sector of Vietnam''s economy. International Journal of Multidisciplinary Research and Growth Evaluation, 3(1), 512-519.
156. Randel, A. E., Galvin, B. M., Shore, L. M., Ehrhart, K. H., Chung, B. G., Dean, M. A., & Kedharnath, U. (2018). Inclusive leadership: Realizing positive outcomes through belongingness and being valued for uniqueness. Human Resource Management Review, 28(2), 190-203. https://doi.org/https://doi.org/10.1016/j.hrmr.2017.07.002
157. Redding, C., & Henry, G. T. (2018). Leaving School Early: An Examination of Novice Teachers’ Within- and End-of-Year Turnover. American Educational Research Journal, 56(1), 204-236. https://doi.org/10.3102/0002831218790542
158. Renzulli, L. A., Parrott, H. M., & Beattie, I. R. (2010). Racial Mismatch and School Type: Teacher Satisfaction and Retention in Charter and Traditional Public Schools. Sociology of Education, 84(1), 23-48. https://doi.org/10.1177/0038040710392720
159. Richardson, B. K., Alexander, A., & Castleberry, T. (2008). Examining Teacher Turnover in Low-Performing, Multi-Cultural Schools: Relationships among Emotional Labor, Communication Symmetry, and Intent to Leave. Communication Research Reports, 25(1), 10-22. https://doi.org/10.1080/08824090701831743
160. Ringle, C., Da Silva, D., & Bido, D. (2015). Structural equation modeling with the SmartPLS. Bido, D., da Silva, D., & Ringle, C.(2014). Structural Equation Modeling with the Smartpls. Brazilian Journal Of Marketing, 13(2).
161. Roberson, Q., & Perry, J. L. (2021). Inclusive Leadership in Thought and Action: A Thematic Analysis. Group & Organization Management, 10596011211013161. https://doi.org/10.1177/10596011211013161
162. Roberts, D. C. (2008). Exploring Leadership: For College Students Who Want to Make a Difference. Journal of College Student Development, 49(2), 158-160. https://doi.org/http://doi.org/10.1353/csd.2008.0016
163. Rothmann, S., & Fouché, E. (2018). School Principal Support, and Teachers’ Work Engagement and Intention to Leave: The Role of Psychological Need Satisfaction. In M. Coetzee, I. L. Potgieter, & N. Ferreira (Eds.), Psychology of Retention: Theory, Research and Practice (pp. 137-156). Springer International Publishing. https://doi.org/10.1007/978-3-319-98920-4_7
164. Ryan, J. (2007). Inclusive leadership: A review. Journal of Educational Administration Foundations, 18(1-2), 92-125.
165. Sabanciogullari, S., & Dogan, S. (2015). Relationship between job satisfaction, professional identity and intention to leave the profession among nurses in Turkey. 23(8), 1076-1085. https://doi.org/https://doi.org/10.1111/jonm.12256
166. Salaryexplorer. (2023). Teacher Average Salary in Taiwan 2023. Retrieved from http://www.salaryexplorer.com/salary-survey.php?loc=212&loctype=1&job=123&jobtype=3
167. Schafft, K. A., Killeen, K. M., & Morrissey, J. (2010). The challenges of student transiency for rural schools and communities in the era of No Child Left Behind. Rural education for the twenty-first century: Identity, place, community in a globalizing world, 95-114.
168. Scheopner, A. J. (2010). Irreconcilable differences: Teacher attrition in public and catholic schools. Educational Research Review, 5(3), 261-277. https://doi.org/https://doi.org/10.1016/j.edurev.2010.03.001
169. Schrodt, P., Cawyer, C. S., & Sanders, R. (2003). An Examination of Academic Mentoring Behaviors and New Faculty Members'' Satisfaction with Socialization and Tenure and Promotion Processes. Communication Education, 52(1), 17-29. https://doi.org/10.1080/03634520302461
170. Shah, M. (2012). The impact of teachers’ collegiality on their organizational commitment in high-and low-achieving secondary schools in Islamabad, Pakistan. Journal of Studies in Education, 2(2), 130-156.
171. Sharoni, G., Tziner, A., Fein, E. C., Shultz, T., Shaul, K., & Zilberman, L. (2012). Organizational Citizenship Behavior and Turnover Intentions: Do Organizational Culture and Justice Moderate Their Relationship? , 42(S1), E267-E294. https://doi.org/https://doi.org/10.1111/j.1559-1816.2012.01015.x
172. Shen, J., Leslie, J. M., Spybrook, J. K., & Ma, X. (2012). Are Principal Background and School Processes Related to Teacher Job Satisfaction? A Multilevel Study Using Schools and Staffing Survey 2003-04. American Educational Research Journal, 49(2), 200-230. https://doi.org/10.3102/0002831211419949
173. Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785.
174. Sophia Anastasiou, & Garametsi, V. (2021). Perceived leadership style and job satisfaction of teachers in public and private schools. 15(1), 58-77. https://doi.org/10.1504/ijmie.2021.111817
175. Strober, M. H. (1990). Human Capital Theory: Implications for HR Managers. 29(2), 214-239. https://doi.org/https://doi.org/10.1111/j.1468-232X.1990.tb00752.x
176. Struyve, C., Daly, A., Vandecandelaere, M., Meredith, C., Hannes, K., & De Fraine, B. (2016). More than a mentor. Journal of Professional Capital and Community, 1(3), 198-218. https://doi.org/10.1108/JPCC-01-2016-0002
177. Struyven, K., & Vanthournout, G. (2014). Teachers'' 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 teaching. Teaching and Teacher Education, 43, 37-45. https://doi.org/https://doi.org/10.1016/j.tate.2014.06.002
178. Stuit, D. A., & Smith, T. M. (2012). Explaining the gap in charter and traditional public school teacher turnover rates. Economics of Education Review, 31(2), 268-279. https://doi.org/https://doi.org/10.1016/j.econedurev.2011.09.007
179. Sung, S. L. S. (2021). Effects of Inclusive Leadership on Job Satisfaction: The Mediating Role of Organizational Justice Alliant International University].
180. Swars, S. L., Meyers, B., Mays, L. C., & Lack, B. (2009). A Two-Dimensional Model of Teacher Retention and Mobility: Classroom Teachers and Their University Partners Take a Closer Look at a Vexing Problem. Journal of Teacher Education, 60(2), 168-183. https://doi.org/10.1177/0022487108329116
181. Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics (Vol. 5). Pearson Boston, MA.
182. Tien, T. N. (2018). An Exploration of the Relationship between Career Motives and Job Satisfaction among Teachers in Vietnam. International Journal of Business Applied Social Science, 4(3).
183. Tindowen, D. J. (2019). Influence of empowerment on teachers’ organizational behaviors. European Journal of Educational Research, 8(2), 617-631.
184. Torres, A. C. (2014). Is This Work Sustainable? Teacher Turnover and Perceptions of Workload in Charter Management Organizations. Urban Education, 51(8), 891-914. https://doi.org/10.1177/0042085914549367
185. Tran, T. B. H., & Choi, S. B. (2019). Effects of inclusive leadership on organizational citizenship behavior: the mediating roles of organizational justice and learning culture. Journal of Pacific Rim Psychology, 13. https://doi.org/https://doi.org/10.1017/prp.2019.10
186. Tran, T. Q., & Van Vu, H. (2020). Wage earning differentials by field of study: Evidence from Vietnamese university graduates. International Journal of Educational Development, 78, 102271. https://doi.org/https://doi.org/10.1016/j.ijedudev.2020.102271
187. Trybou, J., Malfait, S., Gemmel, P., & Clays, E. (2015). Nursing staff and their team: Impact on intention to leave. 62(4), 489-496. https://doi.org/https://doi.org/10.1111/inr.12216
188. Tsai, P., & Antoniou, P. (2021). Teacher job satisfaction in Taiwan: making the connections with teacher attitudes, teacher self-efficacy and student achievement. International Journal of Educational Management, 35(5), 1016-1029. https://doi.org/https://doi.org/10.1108/IJEM-02-2020-0114
189. Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. https://doi.org/https://doi.org/10.1016/j.tate.2006.05.003
190. Tung, P. H. J. L. (2022). Reforming wage policy for workers towards living wage in Vietnam. LinguisticsCulture Review, 6, 340-350.
191. Vagi, R., & Pivovarova, M. (2017). “Theorizing teacher mobility”: a critical review of literature. Teachers and Teaching, 23(7), 781-793. https://doi.org/10.1080/13540602.2016.1219714
192. Van, V. H. (2021). The World View And Human View Life In Funeral Rites Of Vietnamese People. Psychology Education, 58(2).
193. Walumbwa, F. O., Avolio, B. J., Gardner, W. L., Wernsing, T. S., & Peterson, S. J. (2007). Authentic Leadership: Development and Validation of a Theory-Based Measure†. Journal of management, 34(1), 89-126. https://doi.org/10.1177/0149206307308913
194. Wang, C., Xu, J., Zhang, T. C., & Li, Q. M. (2020). Effects of professional identity on turnover intention in China''s hotel employees: The mediating role of employee engagement and job satisfaction. Journal of Hospitality and Tourism Management, 45, 10-22. https://doi.org/https://doi.org/10.1016/j.jhtm.2020.07.002
195. Wang, H.-H., & Fwu, B.-J. (2007). In pursuit of teacher quality in diversity: A study of the selection mechanisms of new secondary teacher education programmes in Taiwan. International Journal of Educational Development, 27(2), 166-181. https://doi.org/https://doi.org/10.1016/j.ijedudev.2006.07.003
196. Wang, H.-H., & Fwu, B.-J. (2014). “Once hired, seldom gone”: The deliberation process of beginning teachers in Taiwan in deciding to stay in teaching. Teaching and Teacher Education, 37, 108-118. https://doi.org/https://doi.org/10.1016/j.tate.2013.10.004
197. Watt, H. M. G., & Richardson, P. W. (2012). An introduction to teaching motivations in different countries: comparisons using the FIT-Choice scale. Asia-Pacific Journal of Teacher Education, 40(3), 185-197. https://doi.org/10.1080/1359866X.2012.700049
198. Wayne, S. J., Shore, L. M., & Liden, R. C. (1997). Perceived Organizational Support And Leader-Member Exchange: A Social Exchange Perspective. 40(1), 82-111. https://doi.org/10.5465/257021
199. Weiss, E. M. (1999). Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: a secondary analysis. Teaching and Teacher Education, 15(8), 861-879. https://doi.org/https://doi.org/10.1016/S0742-051X(99)00040-2
200. Yang, B. (2019, 6-8 Dec. 2019). Job Satisfaction of Inclusive Leaders and New Generation Employees A Regulated Mediation Model. 2019 International Conference on Economic Management and Model Engineering (ICEMME),
201. Yao, J., Rao, J., Jiang, T., & Xiong, C. (2020). What role should teachers play in online teaching during the COVID-19 pandemic? Evidence from China. Sci Insigt Edu Front, 5(2), 517-524.
202. Ye, Q., Wang, D., & Guo, W. (2019). Inclusive leadership and team innovation: The role of team voice and performance pressure. European Management Journal, 37(4), 468-480. https://doi.org/https://doi.org/10.1016/j.emj.2019.01.006
203. You, S., & Conley, S. (2014). Workplace predictors of secondary school teachers’ intention to leave: An exploration of career stages. Educational Management Administration & Leadership, 43(4), 561-581. https://doi.org/10.1177/1741143214535741
204. Yuan, L. (2021). https://www.ly.gov.tw/Pages/Detail.aspx?nodeid=45053&pid=210544
205. Zainalipour, H., Fini, A. A. S., & Mirkamali, S. M. (2010). A study of relationship between organizational justice and job satisfaction among teachers in Bandar Abbas middle school. Procedia - Social and Behavioral Sciences, 5, 1986-1990. https://doi.org/https://doi.org/10.1016/j.sbspro.2010.07.401
206. Zamanan, M., Alkhaldi, M., Almajroub, A., Alajmi, A., Alshammari, J., & Aburumman, O. (2020a). The influence of HRM practices and employees’ satisfaction on intention to leave. Management Science Letters, 10(8), 1887-1894.
207. Zamanan, M., Alkhaldi, M., Almajroub, A., Alajmi, A., Alshammari, J., & Aburumman, O. J. M. S. L. (2020b). The influence of HRM practices and employees’ satisfaction on intention to leave. 10(8), 1887-1894.
208. Zembylas, M., & Papanastasiou, E. C. (2005). Modeling teacher empowerment: The role of job satisfaction. Educational Research and Evaluation, 11(5), 433-459. https://doi.org/10.1080/13803610500146152
|