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

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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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Authors and Affiliations

  1. NTNU Social Research, Dragvoll Alle 38b, 7049, Trondheim, Norway

    Einar M. Skaalvik

  2. Department of Education, Norwegian University of Science and Technology, 7491, Trondheim, Norway

    Sidsel Skaalvik

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  1. 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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