The Job and Life Satisfaction of Teachers: A Social Cognitive Model Integrating Teachers' Burnout, Self-Efficacy, Dispositional Optimism, and Social Support

Autor/inn/en	Marcionetti, Jenny; Castelli, Luciana
Titel	The Job and Life Satisfaction of Teachers: A Social Cognitive Model Integrating Teachers' Burnout, Self-Efficacy, Dispositional Optimism, and Social Support
Quelle	In: International Journal for Educational and Vocational Guidance, 23 (2023) 2, S.441-463 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marcionetti, Jenny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0251-2513
DOI	10.1007/s10775-021-09516-w
Schlagwörter	Job Satisfaction; Life Satisfaction; Teacher Burnout; Self Efficacy; Social Support Groups; Teacher Attitudes; Foreign Countries; Predictor Variables; Elementary School Teachers; Secondary School Teachers; Switzerland + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lebensvollendung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Self-efficacy; Selbstwirksamkeit; Social support; Soziale Unterstützung; Lehrerverhalten; Ausland; Prädiktor; Elementary school; Grundschule; Volksschule; Lehrende; Schweiz
Abstract	The purpose of the study was to test a model of factors predicting teachers' job and life satisfaction, burnout, dispositional optimism, social support, perceived workload, and self-efficacy. The model extends Lent and Brown's (J Voc Behav 69(2):236-247, https://doi.org/10.1016/j.jvb.2006.02.006, 2006; J Career Assess 16(1):6-21, https://doi.org/10.1177/1069072707305769, 2008) social cognitive model of the interaction of sources of job and life satisfaction. Specifically, burnout, a condition with a high incidence rate among teachers, was included. The participants were 676 Swiss teachers. Structural equation modeling was used to analyze the data. The results revealed the differential effect of the variables considered on teachers' burnout and job satisfaction, as well as their life satisfaction. Dispositional optimism, social support, and perceived workload might reduce the risk of teacher burnout; dispositional optimism, social support, and teacher self-efficacy seem to positively affect job satisfaction; and dispositional optimism alone, together with burnout and job satisfaction, directly relates to teachers' life satisfaction. Practical implications of these results are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01