Job Satisfaction, Stress and Coping Strategies in the Teaching Profession-What Do Teachers Say?.

By Einar M. Skaalvik, Sidsel Skaalvik. 2015

459 citations recorded by the source corpus.

This study explored job satisfaction, work-related stress, consequences of stress, and coping strategies among Norwegian teachers. The study is based on qualitative interviews with 30 working teachers and four retired teachers. The respondents reported high job satisfaction but also severe stress and exhaustion. Teachers of different ages or at different stages in their careers reported the same sources of job satisfaction and stress. However, coping strategies and consequences differed with age among the respondents.

Subfields: Education, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/78a0cc4b2560b7d1fb09d379b2e5f282c5af96d0

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In Education

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession (2016, background): “In an open ended interview of 34 Norwegian teachers and former teachers Skaalvik and Skaalvik (2015) found seven categories of stressors that was identified by more than half of the teachers: disruptive student behavior, workload and time pressure, student diversity and working to adapt teaching to…”
Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach (2020, background): “It is a mixture of positive and negative evaluations teachers make about the teaching profession (Skaalvik & Skaalvik, 2015).”
Supporting Teachers in Times of Change: The Job Demands- Resources Model and Teacher Burnout During the COVID-19 Pandemic (2020, background): “Decades of research has confirmed that teaching is a stressful profession (Johnson et al. 2005; Skaalvik & Skaalvik, 2015; Van Veldhoven 1996).”
Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement? (2020, background): “Skaalvik and Skaalvik (2015) conducted a study on job satisfaction, stress, and coping strategies in teaching profession, and did not find differences in reasons for job satisfaction based on gender.”
Teacher Self-Efficacy and Collective Teacher Efficacy: Relations with Perceived Job Resources and Job Demands, Feeling of Belonging, and Teacher Engagement (2019, unknown): “…conflicts (Betoret & Artiga, 2010; Collie, Shapka, & Perry, 2012; Fernet, Guay, Senécal, & Austin, 2012; Friedman, 1995; Hakanen, Bakker, & Schaufeli, 2006; Klassen & Chiu, 2010; Kokkinos, 2007; Shernoff, Mehta, Atkins, Torf, & Spencer, 2011; Skaalvik & Skaalvik, 2011a; Skaalvik & Skaalvik, 2015).”
How to mobilize social support against workload and burnout: The role of organizational identification (2018, background): “Also, qualitative studies tend to outline overwork as one of the most prominent stressors for teachers (i.e., Diehl & Carlotto, 2014, Skaalvik & Skaalvik, 2015).”
Second career teachers: Job satisfaction, job stress, and the role of self-efficacy (2017, background): “Despite their reputation of being an occupational group that is especially prone to stress and strain (Rudow, 1999), many teachers report being satisfied with their profession (Klusmann, Kunter, Trautwein, Luedtke, & Baumert, 2008; Skaalvik & Skaalvik, 2015).”
Job satisfaction of teachers and their principals in relation to climate and student achievement. (2020, background): “It appears that many studies seem to offer a mix of these facets in their general job satisfaction measures for teachers and principals (e.g., Aldridge & Fraser, 2016; Klassen & Chiu, 2010; Skaalvik & Skaalvik, 2015).”
The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition (2018, background): “Teachers from many countries report high levels of stress (see e.g. Chaplain, 2008; Johnson & Birkeland, 2003; Kyriacou, 2001; Skaalvik & Skaalvik, 2015).”