Beginning Teachers' Work Satisfaction, Self-Efficacy and Willingness to Stay in the Profession: A Question of Job Demands-Resources Balance?

Autor/inn/en	Björk, Lisa; Stengård, Johanna; Söderberg, Mia; Andersson, Eva; Wastensson, Gunilla
Titel	Beginning Teachers' Work Satisfaction, Self-Efficacy and Willingness to Stay in the Profession: A Question of Job Demands-Resources Balance?
Quelle	In: Teachers and Teaching: Theory and Practice, 25 (2019) 8, S.955-971 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Björk, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2019.1688288
Schlagwörter	Beginning Teachers; Job Satisfaction; Self Efficacy; Teacher Persistence; Foreign Countries; Beginning Teacher Induction; Student Teachers; Elementary School Teachers; Secondary School Teachers; Work Environment; Professional Autonomy; Faculty Workload; Collegiality; Role Perception; Professional Recognition; Teacher Administrator Relationship; Stress Variables; Violence; Sweden + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Self-efficacy; Selbstwirksamkeit; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Arbeitsmilieu; Berufsfreiheit; Kollegialität; Role conception; Rollenverständnis; Gewalt; Schweden
Abstract	As many other countries around the world, Sweden is currently facing an urgent need for new teachers. Creating sound work environments that can retain beginning teachers in the profession--as well as attract new ones--is one way to address the problem. In order to accomplish this task, research must be able to reflect the complex nature of work environments. In the present study, a cluster analysis of four job demands and five job resources among 328 Swedish teachers in their first year of teaching, resulted in four typical work situations: the advantageous situation (n = 103); the balanced situation (n = 148); the threat situation (n = 34); and the pressed situation (n = 43). Clear differences were found in how teachers in these different clusters perceived their work satisfaction, self-efficacy and willingness to stay, with the teachers in the former two work situations scoring significantly higher than the latter two. The results indicate that teachers can have a very different experience of work at the start of their careers. These findings imply that work environment interventions and induction programmes to support new teachers and prevent them from leaving the profession must be well adapted to the context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01