Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion

2011 ◽  
Vol 27 (6) ◽  
pp. 1029-1038 ◽  
Author(s):  
Einar M. Skaalvik ◽  
Sidsel Skaalvik
Keyword(s):  
Job Satisfaction ◽  
Emotional Exhaustion ◽  
School Context ◽  
Teacher Job Satisfaction ◽  
Teaching Profession

scholarly journals Dimensions of Motivation in Teaching: Relations with Social Support Climate, Teacher Efficacy, Emotional Exhaustion, and Job Satisfaction

2020 ◽  
Vol 2020 ◽  
pp. 1-10
Author(s):  
Gamaliel Gonzales ◽  
Roselyn Gonzales ◽  
Felix Costan ◽  
Celbert Himang
Keyword(s):  
Social Support ◽  
Job Satisfaction ◽  
Emotional Exhaustion ◽  
Self Efficacy ◽  
Structural Equation ◽  
The Philippines ◽  
Teacher Job Satisfaction ◽  
Teaching Profession ◽  
Equation Modeling ◽  
Supervisory Support

This study explored how teachers' peer support climate (PSC) and supervisory support climate (SSC) were related to teacher self-efficacy (TSE), teacher job satisfaction (TJS), teacher emotional exhaustion (TEE), and motivation to quit the teaching profession (MQTP) among teachers in the Philippines. Participants were 457 teachers in the Central Visayas Region. Structural equation modeling (SEM) indicated that MQTP varies as to self-efficacy, emotional exhaustion, and job satisfaction. Responses among all constructs do not vary among novice and experienced teachers except on TJS. The findings of the research advocate the proposed model. The model can guide future researchers in developing countries like the Philippines to explain teachers’ attrition caused by social support, efficacy factors, burnout, and job satisfaction.

scholarly journals FACTORS AFFECTING THE INTENTION TO QUIT FROM THE TEACHING PROFESSION AMONG VOCATIONAL TEACHERS

2021 ◽  
pp. 69-78
Author(s):  
Sukritta Preechawong ◽  
Anusit Anmanatrakul ◽  
Pichet Pinit ◽  
Ravinder Koul
Keyword(s):  
Job Satisfaction ◽  
Emotional Exhaustion ◽  
Sampling Technique ◽  
Target Population ◽  
Teaching Profession ◽  
Personal Accomplishment ◽  
Self Report ◽  
Intention To Quit ◽  
Vocational Teachers ◽  
Factors Affecting

This paper aimed to explore the variables that influenced the intention to quit the teaching profession among vocational teachers. Moreover, the researchers examined the differences in the perception of the levels of emotional exhaustion, depersonalization, personal accomplishment, job satisfaction, and life satisfaction among vocational teachers in Thailand. The target population comprised vocational teachers from public colleges in Thailand with a total number of 29,915. The stratified random sampling technique was used for selecting the samples. The data collection involved self-report surveys from 510 vocational teachers from 55 vocational colleges in Thailand's metropolitan, north, northeast, east, and south. Correlation and regression analyses were used to examine the possible relationships among the variables and identify the significant variables. The findings reported that emotional exhaustion and depersonalization were moderate while personal accomplishment was at a high level. Job satisfaction was the strongest predictor of the intention to quit. In addition, three components of burnout influenced the intention to quit among the vocational teachers: emotional exhaustion, depersonalization, and personal accomplishment. For the implication, this study recommended a practical application in the dimension of policy improvement concerning teachers' welfare. It emphasized the need to develop programs supporting teachers' mental health to reduce burnout and increase job satisfaction.

scholarly journals Academic Qualification and Teachers’ Job Satisfaction in Secondary Schools in Nakuru County-Kenya

2021 ◽  
Vol 4 (3) ◽  
pp. 75-80
Author(s):  
Margaret Maina ◽  
J Kanjogu Kiumi ◽  
Peter Githae
Keyword(s):  
Job Satisfaction ◽  
Secondary Schools ◽  
Teacher Job Satisfaction ◽  
Teaching Profession ◽  
Validity And Reliability ◽  
Or Education ◽  
Academic Qualification ◽  
Teacher Dissatisfaction ◽  
Service Commission ◽  
Level Of Training

Teacher job satisfaction is one of the critical determinants of the rate of progress in students learning outcomes. The teaching profession in Kenya has in the recent past experienced industrial disharmony by way of teachers’ strikes, which could be a pointer to dissatisfaction among teachers. Teacher dissatisfaction is typically rooted in failure by entities responsible for teacher management to meet teachers’ needs. Research-based evidence demonstrates that employees have different needs and that these needs are influenced by factors such as employee’s level of training or education for that matter. Drawing on these observations, the study sought to determine whether an academic qualification has any bearing on teachers’ job satisfaction in secondary schools in Nakuru County, Kenya. Data was collected using a self-delivered questionnaire from 341 teachers who were randomly selected from 3,092 teachers in the study locale. The instrument’s validity and reliability as estimated through split-half and Cronbach’s alpha stood at r=.945 and r=.905 respectively. Collected data was analyzed using ANOVA statistic at .05 alpha level. A major finding of the study was that teacher satisfaction decreased with an increase in the level of academic qualification. Qualification–differentiated satisfaction was also statistically significant (p<.05). The study offers useful insights to the Teachers Service Commission (TSC) and school managers on how to enhance teachers’ job satisfaction by way of addressing the needs of teachers in different levels of academic qualification.

scholarly journals Academic Qualification and Teachers’ Job Satisfaction in Secondary Schools in Nakuru County-Kenya

2021 ◽  
pp. 87-91
Author(s):  
Margaret Maina ◽  
J. Kanjogu Kiumi ◽  
Peter Githae
Keyword(s):  
Job Satisfaction ◽  
Secondary Schools ◽  
Teacher Job Satisfaction ◽  
Teaching Profession ◽  
Validity And Reliability ◽  
Or Education ◽  
Academic Qualification ◽  
Teacher Dissatisfaction ◽  
Service Commission ◽  
Level Of Training

Teacher job satisfaction is one of the critical determinants of the rate of progress in students learning outcomes. The teaching profession in Kenya has in the recent past experienced industrial disharmony by way of teachers’ strikes, which could be a pointer to dissatisfaction among teachers. Teacher dissatisfaction is typically rooted in failure by entities responsible for teacher management to meet teachers’ needs. Research-based evidence demonstrates that employees have different needs and that these needs are influenced by factors such as employee’s level of training or education for that matter. Drawing on these observations, the study sought to determine whether an academic qualification has any bearing on teachers’ job satisfaction in secondary schools in Nakuru County, Kenya. Data was collected using a self-delivered questionnaire from 341 teachers who were randomly selected from 3,092 teachers in the study locale. The instrument’s validity and reliability as estimated through split-half and Cronbach’s alpha stood at r=.945 and r=.905 respectively. Collected data was analyzed using ANOVA statistic at .05 alpha level. A major finding of the study was that teacher satisfaction decreased with an increase in the level of academic qualification. Qualification–differentiated satisfaction was also statistically significant (p<.05). The study offers useful insights to the Teachers Service Commission (TSC) and school managers on how to enhance teachers’ job satisfaction by way of addressing the needs of teachers in different levels of academic qualification.

Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion

2014 ◽  
Vol 114 (1) ◽  
pp. 68-77 ◽  
Author(s):  
Einar M. Skaalvik ◽  
Sidsel Skaalvik
Keyword(s):  
Job Satisfaction ◽  
Emotional Exhaustion ◽  
Self Efficacy ◽  
Maslach Burnout Inventory ◽  
Teacher Job Satisfaction ◽  
Teacher Autonomy ◽  
Satisfaction Scale ◽  
Utrecht Work Engagement Scale ◽  
Emotional Outcomes ◽  
Teacher Self Efficacy

When studied separately, research shows that both teacher self-efficacy and teacher autonomy are associated with adaptive motivational and emotional outcomes. This study tested whether teacher self-efficacy and teacher autonomy are independently associated with engagement, job satisfaction, and emotional exhaustion. 2,569 Norwegian teachers in elementary school and middle school (719 men, 1,850 women; M age=45.0 yr., SD=11.5) were administered the Norwegian Teacher Self-Efficacy Scale, the Teacher Autonomy Scale, the Utrecht Work Engagement Scale, the Teacher Job Satisfaction Scale, and the Maslach Burnout Inventory. The analysis revealed that both teacher autonomy and self-efficacy were independent predictors of engagement, job satisfaction, and emotional exhaustion. This study suggests that autonomy or decision latitude works positively but through different processes for teachers with high and low mastery expectations.

scholarly journals Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

2021 ◽  
Vol 18 (23) ◽  
pp. 12763
Author(s):  
Florica Ortan ◽  
Ciprian Simut ◽  
Ramona Simut
Keyword(s):  
Job Satisfaction ◽  
Work Environment ◽  
Working Conditions ◽  
Self Efficacy ◽  
Student Behavior ◽  
Well Being ◽  
Teacher Job Satisfaction ◽  
Teaching Profession ◽  
Educational Process ◽  
K 12

Teacher job satisfaction and well-being have a significant impact on educational outcomes, considering that teaching is the main objective of the educational process. The aim of this study is to examine the relationship between teacher job satisfaction and four main categories of determinants: self-efficacy, relational aspects (colleague collaboration, student behavior, school management), work-related aspects (administrative workload, teaching tasks), and working conditions, in order to identify various implications for teachers’ well-being. The study employs a survey delivered to 658 K-12 (pre-university) teachers, from the North-West region of Romania. We used factorial analysis and a structural equation model to test eight proposed hypotheses. The results showed that self-efficacy, promotion, positive student behavior, and working conditions have significant effects on job satisfaction. These factors influence job satisfaction and well-being in the teaching profession because they ensure a positive work environment in which teachers and students thrive, thus leading to higher levels of involvement from teachers, students, and parents alike. An efficient work environment decreases attrition, burnout, emotional exhaustion, and teacher turnover, while increasing job satisfaction, well-being, and teacher retention.

Job Satisfaction and Burnout Levels of Home Care Nurses in Turkey

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Nilgun Yurtsever ◽  
Medine Yilmaz
Keyword(s):  
Job Satisfaction ◽  
Home Care ◽  
Emotional Exhaustion ◽  
Maslach Burnout Inventory ◽  
Personal Accomplishment ◽  
Home Healthcare ◽  
Satisfaction Scale ◽  
Work Related ◽  
Related Stress ◽  
Home Care Nurses

Owing to the nature of their jobs, nurses all over the world experience burnout. The aim of this descriptive and correlational study was to describe the job characteristics, job satisfaction and burnout levels of home care nurses, and to predict what factors contributed to their job satisfaction and burnout levels. The study population consisted of 80 nurses working in home care units. Of them, 71 participated in the study. A socio-demographic questionnaire, the Minnesota Satisfaction Scale and the Maslach Burnout Inventory were used. Of the participants, 85.9 per cent were female, 56.4 per cent had a bachelor’s degree, and 46.5 per cent were employed in the public sector, 36.6 per cent in municipalities and 16.9 per cent in the private sector. The results revealed that their burnout levels for emotional exhaustion and personal accomplishment were high, and moderate for depersonalisation. Perceived work-related stress was more associated with emotional exhaustion and depersonalisation than with work satisfaction. Home healthcare nurses were suffering from high levels of burnout. Interventions are needed to improve job satisfaction, to reduce the burden of burnout among nurses, and to prevent them from leaving their jobs and retiring earlier.

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