Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit

Teaching and Teacher Education, Journal Year: 2021, Volume and Issue: 105, P. 103425 - 103425

Published: June 25, 2021

Language: Английский

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Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic

International Journal of Educational Research Open, Journal Year: 2020, Volume and Issue: 1, P. 100016 - 100016

Published: Jan. 1, 2020

Canadian teachers (N = 1626) took part in a longitudinal, national survey conducted at two points early the COVID-19 pandemic. Results indicated that teacher efficacy, attitudes toward change, and perceptions of administrative support were correlated with resilience burnout onset Over first three months pandemic, demonstrated increasing exhaustion cynicism but also increased efficacy for classroom management sense accomplishment. In addition, teachers' cognitive emotional change became more negative. Implications deficit resources to demands result stress over time are discussed.

Language: Английский

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Does Burnout Affect Academic Achievement? A Meta-Analysis of over 100,000 Students

Educational Psychology Review, Journal Year: 2020, Volume and Issue: 33(2), P. 387 - 405

Published: May 15, 2020

Language: Английский

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Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship

Learning and Instruction, Journal Year: 2018, Volume and Issue: 58, P. 126 - 136

Published: June 19, 2018

Asked about major job stressors, teachers consistently name classroom disturbances or disciplinary problems. Furthermore, student misbehavior has been linked to reduced occupational well-being. However, there is a pressing need uncover the psychological processes explaining this association. In their model of teacher well-being, Spilt, Koomen, and Thijs (2011) suggested teacher-student relationship as mediator. To test assumption, present study used longitudinal data from N = 222 who rated in classroom, relationship, well-being terms emotional exhaustion work enthusiasm. addition, teachers' students (N 4111) were asked behavior problems class. The results revealed links between teacher-rated misbehavior, increased exhaustion, decreased Student-rated was correlated with lesser extent. positively associated mediated link teacher-perceived

Language: Английский

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Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes

International Journal of Educational Research, Journal Year: 2020, Volume and Issue: 105, P. 101714 - 101714

Published: Nov. 28, 2020

Language: Английский

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Teacher emotions in the classroom and their implications for students

Educational Psychologist, Journal Year: 2021, Volume and Issue: 56(4), P. 250 - 264

Published: Oct. 2, 2021

The present contribution provides a conceptualization of teacher emotions rooted in appraisal theory and draws on several complementary theoretical perspectives to create conceptual framework for understanding the emotion–student outcome link based three psychological mechanisms: (1) direct transmission effects between student emotions, (2) mediated via teachers’ instructional relational teaching behaviors, (3) recursive back from outcomes both directly indirectly appraisals their correspondingly adapted behaviors. We then tour d’horizon empirical evidence this field research, highlighting valence-congruent links which positive relate desirable negative undesirable outcomes, but also valence-incongruent links. Last, we identify two key challenges emotion impact research suggest directions future that focus measurement, design, an extended scope considering regulation.

Language: Английский

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Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals

Frontiers in Psychology, Journal Year: 2018, Volume and Issue: 9

Published: April 30, 2018

School principals world-wide report high levels of strain and attrition resulting in a shortage qualified principals. It is thus, crucial to identify psychosocial risk factors that reflect principals' occupational wellbeing. For this purpose, we used the Copenhagen Psychosocial Questionnaire (COPSOQ-II), widely self-report measure covering multiple identified by leading stress theories. We evaluated COPSOQ-II regarding factor structure longitudinal, discriminant, convergent validity using latent structural equation modeling large sample Australian school (N = 2,049). Results reveal confirmatory analysis produced marginally acceptable model fit. A novel approach call set exploratory (ESEM-set), where cross-loadings were only allowed within priori defined sets factors, fit well, was more parsimonious than full ESEM. Further multitrait-multimethod models based on set-ESEM confirm importance principal's factors; Stressors depression related demands ill-being, while confidence autonomy also show working private sector beneficial for showing low risk, other demographics have little effects. Finally, five profiles (high no risk) all factors. Overall research presented here closes theory application gap strong multi-dimensional risk-factors.

Language: Английский

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Teacher burnout explained: Teacher-, student-, and organisation-level variables

Teaching and Teacher Education, Journal Year: 2020, Volume and Issue: 97, P. 103221 - 103221

Published: Oct. 27, 2020

Understanding the factors related to teacher burnout helps in creating schools which foster teachers' job satisfaction and delivery of high-quality education. We studied its three subdomains across several teacher-, student-, organisation-level variables, including category, class size, number students with support needs, attitudes towards inclusive education, availability support. The participants were 4567 Finnish primary school teachers consisting 2080 classroom teachers, 1744 subject 438 special-class 305 resource room teachers. Several associations between background variables observed recommendations made based on these results.

Language: Английский

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Supporting Teachers in Times of Change: The Job Demands- Resources Model and Teacher Burnout During the COVID-19 Pandemic

International Journal of Contemporary Education, Journal Year: 2020, Volume and Issue: 3(2), P. 67 - 67

Published: Aug. 11, 2020

Burnout in teachers has been broadly investigated, but no studies have investigated burnout during a pandemic. The current study is based on survey of 1278 Canadian and examined whether the Job Demands-Resources model was useful lens for examining teacher this unprecedented context. Results supported general terms that most demands were strongly correlated with initial exhaustion stage burnout. However, not all resources associated later stages burnout, suggesting examination specific context pandemic as opposed to together latent variable contributes development more refined model. Suggestions supporting teachers’ welfare are provided.

Language: Английский

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Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace

Educational Studies, Journal Year: 2021, Volume and Issue: 50(1), P. 61 - 77

Published: June 15, 2021

With teacher shortages around the world and high attrition rates in some countries, teachers who experience job satisfaction offer solid support for school systems as they are healthier, more productive likely to retain their long term. This study sheds light on relationship between job-related well-being satisfaction. It investigates extent which domains of (P) positive emotions, (E) engagement, (R) relationships, (M) meaning (A) achievement linked To do so, it analyses data from 511 German schoolteachers. Results show that higher PERMA profiles were rates. Analyses further specified that, five factors, emotions provided strongest contribution predicting The results suggest teachers, especially workplace, play an important role teachers’ subsequent retention.

Language: Английский

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