The purpose of this study was to explore how seven potentially stressful school context variables (potential stressors) predicted senior high school teachers’ experiences of teacher self-efficacy, emotional stress, emotional exhaustion, engagement in teaching, and motivation to leave the teaching profession. A total of 523 Norwegian teachers in senior high school participated in the study. Four of the potential stressors were significantly but differently related to self-efficacy and emotional stress and indirectly to emotional exhaustion, engagement, and motivation to leave the profession. The study shows that different potential stressors predict emotional exhaustion, engagement, and motivation through different psychological processes. SEM-analysis indicated two main routes to teachers’ motivation to leave the profession: 1) one route from time pressure via emotional stress and exhaustion to motivation to quit and 2) another route from lack of supervisory support and trust, low student motivation and value conflicts via lower self-efficacy and lower engagement to motivation to quit.

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Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession

Self-efficacy as a predictor of commitment to the teaching profession: A meta-analysis

Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion

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.

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Job Demands and Job Resources as Predictors of Teacher Motivation and Well-Being.

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.

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

In this study, we examine the teaching-related stress, self-efficacy, and occupational commitment of preservice teachers from two culturally western and two culturally eastern countries. The sample included 1,187 participants from Canada (n = 379), England (n = 203), Hong Kong (n = 211), and Thailand (n = 394). Self-efficacy partially reduced (mediated) the effect of stress from student behavior and from workload on commitment in three of four contexts. Mediation tests with country as moderator revealed significant differences in the strength of the mediating effect across the four contexts. The results suggest that teachers’ self-efficacy changes the way in which work stress influences the commitment to continue teaching, although cultural milieu influences the nature of the relationship according to context.

Nongkran Wongsri

Papers

Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries