Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school

Abstract

This study explored how teachers’ working conditions or school context variables (job demands and job resources) were related to their teaching self-concept, teacher burnout, job satisfaction, and motivation to leave the teaching profession among teachers in Norwegian senior high school. Participants were 546 teachers in three counties in central Norway. We analyzed data by means of confirmatory factor analyses and SEM analysis for latent traits. The results supported expectations derived from the Job Demands–Resources model of one health impairment process and one motivational process, but also showed that these processes are related. The analyses indicated that, in the teaching profession, different dimensions of job demands and job resources predict teachers’ well-being and motivation differently.

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Acknowledgements

This research was supported by a grant from the Union of Education Norway.

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Correspondence to Einar M. Skaalvik.

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Skaalvik, E.M., Skaalvik, S. Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Soc Psychol Educ 20, 15–37 (2017). https://doi.org/10.1007/s11218-016-9363-9

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Keywords

  • Teacher stress
  • Teaching self-concept
  • Teacher job satisfaction
  • Teacher burnout
  • Teacher motivation