Teacher Job Satisfaction and Motivation to Leave the Teaching Profession: Relations with School Context, Feeling of Belonging, and Emotional Exhaustion

Autor/inn/en	Skaalvik, Einar M.; Skaalvik, Sidsel
Titel	Teacher Job Satisfaction and Motivation to Leave the Teaching Profession: Relations with School Context, Feeling of Belonging, and Emotional Exhaustion
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 27 (2011) 6, S.1029-1038 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2011.04.001
Schlagwörter	Foreign Countries; Discipline Problems; Fatigue (Biology); Job Satisfaction; Teacher Attitudes; Elementary School Teachers; Middle School Teachers; Structural Equation Models; Teacher Persistence; Teacher Burnout; Teacher Morale; Correlation; Predictor Variables; Educational Environment; Teaching Conditions; Norway + Suchen Sie Ihr Suchwort? Ausland; Fatigue; Ermüdung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Burnout-syndrom; Burnout; Burnout-Syndrom; Morale; Moral; Korrelation; Prädiktor; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrbedingungen; Unterrichtsbedingungen; Norwegen
Abstract	This study examines the relations between school context variables and teachers' feeling of belonging, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Six aspects of the school context were measured: value consonance, supervisory support, relations with colleagues, relations with parents, time pressure, and discipline problems. The participants were 2569 Norwegian teachers in elementary school and middle school. The data were analyzed by means of SEM analyses. All six school context variables were related to job satisfaction and motivation to leave the teaching profession. These relations were primarily indirect, mediated through feelings of belonging and emotional exhaustion. (Contains 2 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10