Marilena

i have co authored two papers related to teacher' attrition but these papers were more focused on novice teachers or charter school teachers. They might not be what you exactly looking for but I though they could provide further references. You can find the titles of those papers below : 

Hope this helps 

Abdou 

Article Empowerment, Leadership, and Teachers' Intentions to Stay in...

Article Keeping Our Teachers! Investigating Mentoring Practices to S...

Is your research related to self-efficacy?  There are just few. Perhaps the reference sections of the ff. can help:

Maleki, Roohollah. "A COMPARATIVE STUDY OF THE ATTRIBUTION FOR FAILURE OF ENGLISH MAJORS STUDENTS VERSUS THAT OF THEIR INSTRUCTORS."

Chan, Wai-man, and 陳惠敏. "Chinese teachers' judgment of academic achievement and social behaviors." PhD diss., The University of Hong Kong (Pokfulam, Hong Kong), 2006.

Marilena:

I agree with much of what has been shared. The lack of a structured mentoring programme for our untrained and even new teachers can contribute to teachers leaving the profession. These teachers do try but not having the necessary scaffolding needed, especially when dealing with a challenging class can cause a teacher to feel unsuited for the profession, who eventually leaves and seek another career.

Best regards,

Debra 

From a personal perspective. 

Several years ago I was asked to teach a class in concept studies to a class of gifted high school students.

There was no prescribed curriculum for this class therefore I took it upon myself to challenge the students, I was teaching woodwork at the same time. My first task was to get the students to make knitting needles (practical - hands on) and then teach them to knit. The students could knit whenever I was telling them stories.(story-telling and multi-tasking) Of course there are many ways to knit so i allowed them to have that diversity, but also instructed them in what I had found were successful methods. The knitting needles were made from 1 cm dowel sticks with cut-outs of their own choosing for the ends which they painted - they were beautiful. (creativity and affirmations) The result was that everyone made a scarf for themselves, others made a jumper for others (humanitarian considerations) and everyone had a good time. (success, achievement)

We sat on the floor in a circle when I read poetry that I composed (breaking down barriers). Then the students reflected on and drew pictures to represent the images. (provide opportunities, creativity, visual representation, identifying images).

I provided examples of simple to complex patterns in mathematics which resulted in students wanting to share their own found concepts and patterns.

Students learnt to break science into the simple parts starting with water (H,O), carbohydrates (C,H,O),  fats (C,H,O),  protein (C, H, O and N or S) and giving them a reason for the progression. Easy methods of learning the list of elements.

English concepts consisted of  lists of vocabulary and anagrams, syntax rules and fun learning activities.

The students were encouraged to learn for themselves and develop concepts and ways of challenging their own thinking. They taught me many things as well.

The success resulted in the school having a higher academic profile and the students attending university. This group of students is the tightest group of students I have ever come across.