Abstract
We analyzed how teacher perception of job demands and job resources in the school environment were related to teacher well-being, engagement and motivation to leave the teaching profession. Participants were 760 Norwegian teachers in grade 1–10. Data were analyzed by means of confirmatory factor analysis and SEM analysis. A second order job demand variable strongly predicted lower teacher well-being, whereas job resources more moderately predicted higher well-being. Teacher well-being was in turn predictive of higher engagement and lower motivation to leave the profession. Analysis of primary factors showed that time pressure was the strongest predictor of teacher well-being.
Highlights
Introduction and purposeA number of recent studies in different countries reveal that teaching is a stressful occupation (Chan 2002; Desrumaux et al 2015; Hakanen et al 2006; Johnson et al 2005; Liu and Onwuegbuzie 2012; Montgomry and Rupp 2005; Stoeber and Rennert 2008)
We propose that value consonance may be an important job resource in the teaching profession because many teachers are driven by values, ethical considerations, and intrinsic motivation (Sahlberg 2010)
The job demands and resources included in this study explained 78% of the variance in teacher well-being. These results reveal that the perceived job demands included in this study strongly predict a lack of wellbeing, whereas the perceived job resources included in the study predict higher levels of well-being
Summary
Introduction and purposeA number of recent studies in different countries reveal that teaching is a stressful occupation (Chan 2002; Desrumaux et al 2015; Hakanen et al 2006; Johnson et al 2005; Liu and Onwuegbuzie 2012; Montgomry and Rupp 2005; Stoeber and Rennert 2008). Skaalvik instance higher levels of burnout (Betoret 2009) and negative affect, depression, and psychosomatic responses (Skaalvik and Skaalvik 2015). These processes may in turn result in lower job satisfaction (Collie et al 2012; Desrumaux et al 2015), lower levels of commitment and engagement (Klassen et al 2013; Skaalvik and Skaalvik 2016), and increased motivation to leave the teaching profession (Skaalvik and Skaalvik 2011a). Teacher stress may result in increased motivation for leaving the profession, and in actual leaving (Weiss 1999)
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