A comparative study of self-efficacy, outcome expectancy, and retention of beginning urban science teachers 

Latina bilingual novice teachers’ first year: negotiating relationships, roles and responsibilities within and beyond the classroom 

BTSA and California's beginning teachers: how technology affects California's teacher induction process 

PCK TESOL PTR candidate hiring process, 1971 

Which grain will grow? Case studies of the impact of teacher beliefs on classroom climate through caring and rigor 

Pre-service teacher educator perceptions on preparing novice teachers for high quality teaching of K–12 students 

Who’s teaching whom: a micropolitical examination of teacher placement practices in Milwaukee County high schools 

Understanding teacher burnout through a lens of hope in high-poverty schools 

Student achievement and teacher effectiveness in an era of heightened accountability 

The lived experiences of Latino Male Elementary School Teachers 

Teacher perception of the implementation of the educator effectiveness system 

Influencing teacher retention: an evaluation study 

Building teacher competency to work with middle school long-term English language learners: an improvement model 

Teacher management style: its impact on teacher-student relationships and leadership development 

Teacher beliefs on bilingual education for English learners post proposition 227 

Is there merit in merit pay for teachers? 

Teacher irritants. 

Sustained mentoring of early childhood education teachers: an innovation study 

Differentiated motivations of preservice teachers to enter the teaching profession in Hawai‘i 

Teacher's handbook for [blank] High School, Whittier Union High School District. 

Professional development opportunities for non-core teachers 

Teacher retention in an urban, predominately Black school district: an improvement study in the Deep South 

Influence of teacher recruitment, retention, training, working conditions, and improvement of district support of 21st-century teaching and learning 

Staying power: new teacher retention and educator preparation 

Factors that influence the ability of preservice teachers to apply English language arts pedagogy in guided practice