About this paper

Appears in:
Page: 5102 (abstract only)
Publication year: 2015
ISBN: 978-84-608-2657-6
ISSN: 2340-1095

Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain

TEACHER STRESS: ASSOCIATIONS BETWEEN STRESSORS IN THE SCHOOL ENVIRONMENT AND TEACHERS’ SELF-EFFICACY, FEELING OF BELONGING, EMOTIONAL EXHAUSTION, JOB SATISFACTION, AND MOTIVATION TO QUIT

E.M. Skaalvik, S. Skaalvik

Norwegian University of Science and Technology (NORWAY)
Research reveals that teachers are among those professionals with the highest level of stress. In this study we explored teachers perception of three types of stressors defined as potentially stressful school context variables.

These were:
(1) teachers’ perception of discipline problems in their classes,
(2) teachers experiences of time pressure and workload, and
(3) teachers’ feeling that the prevailing educational values and goals at school did not fit their personal goals and values, which we term value conflict. We explored how the three stressors related to teacher self-efficacy, feeling of belonging and emotional exhaustion. We also tested how these variables predicted teacher job satisfaction and teachers’ intentions to leave the teacher profession.

The participants were 2569 Norwegian teachers in elementary and middle school. Data were analyzed by means of structural equation modeling (SEM).

The teachers’ perception of the three types of stressors predicted self-efficacy, belonging, and emotional exhaustion strongly but differently. Discipline problems predicted both teacher self-efficacy and emotional exhaustion moderately (-.17 and .23, respectively). Value conflict strongly predicted feeling of belonging (-.50), whereas time pressure was the strongest predictor of emotional exhaustion (.40).

Teacher job satisfaction was moderately to strongly predicted by teacher self-efficacy (.25), feeling of belonging (.21), and emotional exhaustion (-.42). However, job satisfaction was not directly related to discipline problems or time pressure and only weakly to value conflict (-.08). Thus, the relations between the potential stressors in the school context and teachers’ job satisfaction were mostly indirect, mediated through self-efficacy, belonging, and emotional exhaustion. Job satisfaction was negatively related to teachers’ intentions of leaving the profession (-.47). The only additional variable that was directly related to intention to quit was emotional exhaustion. All other variables were indirectly related to intention to quit, mediated through job satisfaction.

The study shows that all three types of stressors that were included in this study (discipline problems, value conflict, and time pressure) predicted teachers’ job satisfaction and intention to quit but through different processes. Thus is adds to our understanding of teacher stress and how teacher stress affects job satisfaction and possible attrition from the teaching profession.
@InProceedings{SKAALVIK2015TEA,
author = {Skaalvik, E.M. and Skaalvik, S.},
title = {TEACHER STRESS: ASSOCIATIONS BETWEEN STRESSORS IN THE SCHOOL ENVIRONMENT AND TEACHERS’ SELF-EFFICACY, FEELING OF BELONGING, EMOTIONAL EXHAUSTION, JOB SATISFACTION, AND MOTIVATION TO QUIT},
series = {8th International Conference of Education, Research and Innovation},
booktitle = {ICERI2015 Proceedings},
isbn = {978-84-608-2657-6},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2015},
year = {2015},
pages = {5102}}
TY - CONF
AU - E.M. Skaalvik AU - S. Skaalvik
TI - TEACHER STRESS: ASSOCIATIONS BETWEEN STRESSORS IN THE SCHOOL ENVIRONMENT AND TEACHERS’ SELF-EFFICACY, FEELING OF BELONGING, EMOTIONAL EXHAUSTION, JOB SATISFACTION, AND MOTIVATION TO QUIT
SN - 978-84-608-2657-6/2340-1095
PY - 2015
Y1 - 18-20 November, 2015
CI - Seville, Spain
JO - 8th International Conference of Education, Research and Innovation
JA - ICERI2015 Proceedings
SP - 5102
EP - 5102
ER -
E.M. Skaalvik, S. Skaalvik (2015) TEACHER STRESS: ASSOCIATIONS BETWEEN STRESSORS IN THE SCHOOL ENVIRONMENT AND TEACHERS’ SELF-EFFICACY, FEELING OF BELONGING, EMOTIONAL EXHAUSTION, JOB SATISFACTION, AND MOTIVATION TO QUIT, ICERI2015 Proceedings, p. 5102.
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