scholarly journals Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout

2021 ◽  
Vol 18 (12) ◽  
pp. 6418
Author(s):  
Fei Liu ◽  
Huaruo Chen ◽  
Jie Xu ◽  
Ya Wen ◽  
Tingting Fang
Keyword(s):  
High School ◽  
High School Teachers ◽  
Turnover Intention ◽  
Online Teaching ◽  
Job Burnout ◽  
School Teachers ◽  
High Turnover ◽  
Great Pressure ◽  
Moderating Role ◽  
Predictive Effect

Background: With the outbreak and spread of the COVID-19 epidemic, online teaching time has been extended continuously. The changes in teaching methods, teaching conditions, and teaching environment have brought great pressure and difficulties in adjustment to teachers, which have led to a series of physical and mental problems such as negativity, lack of confidence, and depression. The long-term accumulation of these problems makes teachers’ turnover intention increasingly serious. Methods: Based on these premises, this study took 449 high school teachers in China as research objects and investigated the relationship between high school teachers’ resilience, job burnout, and turnover intention in the context of the COVID-19 epidemic. Results: The resilience of high school teachers had a significant negative predictive effect on job burnout and turnover intention (r = −0.473, p < 0.05; r = −0.283, p < 0.05), while job burnout had a significant positive predictive effect on turnover intention (r = 0.485, p < 0.05). At the same time, job burnout played a moderating role between resilience and turnover intention (λ = −0.019, p < 0.001). Discussion: This study suggests that society, schools, families, and individuals should adopt various strategies to improve teachers’ adaptability and relieve teachers’ job burnout, so as to solve the practical problem of teachers’ high turnover intention and ensure continuous improvement and healthy development of online teaching.

Affectivity, Social Support, and Job Burnout Among High School Teachers

2005 ◽  
Author(s):  
Kimberly T. Schneider ◽  
Jeffrey H. Kahn ◽  
Theresa M. Jenkins ◽  
Laura L. Moyle
Keyword(s):  
Social Support ◽  
High School ◽  
High School Teachers ◽  
Job Burnout ◽  
School Teachers

Emotional social support and job burnout among high-school teachers: is it all due to dispositional affectivity?

2006 ◽  
Vol 27 (6) ◽  
pp. 793-807 ◽  
Author(s):  
Jeffrey H. Kahn ◽  
Kimberly T. Schneider ◽  
Theresa M. Jenkins-Henkelman ◽  
Laura L. Moyle
Keyword(s):  
Social Support ◽  
High School ◽  
High School Teachers ◽  
Job Burnout ◽  
School Teachers ◽  
Emotional Social Support

scholarly journals Engagement and Satisfaction of Senior High School Teachers and Students during the Emergency Remote Learning Teaching (ERT)

2021 ◽  
Vol 2 (1) ◽  
pp. 19-34
Author(s):  
Juland Salayo ◽  
Jann Ernest Fesalbon ◽  
Lorena C. Valerio ◽  
Rodrigo A. Litao
Keyword(s):  
High School ◽  
High School Teachers ◽  
Online Teaching ◽  
Virtual Learning ◽  
Senior High School ◽  
Virtual Learning Environment ◽  
Instructional Materials ◽  
School Teachers ◽  
Teachers And Students ◽  
Assess Quality

This quantitative study aims to determine teachers' and students' perceptions of engagement and satisfaction during the emergency remote teaching (ERT), together with the significant differences of the variables on the teachers' profiles.  Participated by 147 and 409 senior high school teachers and students in a comprehensive Catholic university, it was revealed that the respondents have positively engaged in different virtual lessons and activities.  This affirmative participation also gives way to construct online satisfaction among teachers despite few identified circumstances like the students' poor confidence in their learning, the benefits of online teaching and instructional materials, and school authorities' support. Still, teachers' and students' engagement and satisfaction remain different, while teachers' profiles like strand and year in service appear significant to teachers’ satisfaction while age and educational attainment appear significant for both teachers’ engagement and satisfaction.  Results further prove that the quality of engagement in a virtual learning environment remains a significant academic issue during the COVID-19 pandemic to achieve pedagogical and learning success.  Hence, similar studies on engagement and satisfaction on virtual learning may be conducted using comprehensive tools and methods for a different set of respondents to assess quality instructions and to achieve learning equity.

scholarly journals ONLINE TEACHING LEARNING: ITS RELATIONSHIP ON PERSEVERANCE AMONG PRIVATE HIGH SCHOOL TEACHERS IN LUCBAN, QUEZON

2021 ◽  
pp. 212-217
Author(s):  
Melchie Palmado Veluz
Keyword(s):  
High School ◽  
Online Education ◽  
High School Teachers ◽  
Significant Relationship ◽  
Online Teaching ◽  
School Principal ◽  
Survey Method ◽  
School Teachers ◽  
Teaching Learning ◽  
Private High School

As a result of outbreak and new transition of online education system, the researcher will find-out and determine the relationship of online teaching learning to teacher’s perseverance. To analyze the difficulties and solution on the new normal of education. To be aware to the enhancement and improvement of the online teaching learning. Specifically, it sought to answer the following questions; What is the level of online teaching learning among private high school teachers in Lucban, Quezon in terms of; instructional strategies, challenges, support; What is the level of teachers’ perseverance among private high school in Lucban, Quezon in terms of; adaptability of virtual technology, learning interest, motivation; and Is there a significant relationship between online teaching learning and teachers’ perseverance among private high school in Lucban, Quezon? The research design used in this study was descriptive survey method of research. The population of the study was made up of the total population of Private High School Teachers in Lucban, Quezon. Online survey questionnaire were the main instruments used to gather information needed for descriptive presentation of data, weighted mean and standard deviation were used, for the hypothesis presentation of data, the researcher used Pearson r Correlation. Based on the data, it is shown that there is “a partial relationship between online teaching learning and teacher’s perseverance among private high school in Lucban, Quezon” at 0.05 level of significance. It showed that the null hypothesis stating that “There is no significant relationship between online teaching learning and teachers’ perseverance among private high school in Lucban, Quezon” was partially rejected, it could be inferred that there was “significant relationship between them”. Based on the findings and conclusions made, the following recommendations are given; Triangular efforts to be made by the school principal, teachers and students in upgrading the virtual skills of teachers as an intervention perspective as an action plan for them as well for the benefit of the students; Continuous enhancement of training/webinar program on online teaching learning may be conducted for sustainability of the skills of teachers; Continuous support of the administration financially to better equip skills and knowledge for smooth implementation of online teaching learning; and follow – up studies of similar nature and wiser magnitude must made in other areas in Quezon in order to countercheck the veracity of the findings in this study.

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